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Autor/inn/en | Berninger, Virginia W.; Abbott, Robert D. |
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Titel | Listening Comprehension, Oral Expression, Reading Comprehension, and Written Expression: Related yet Unique Language Systems in Grades 1, 3, 5, and 7 |
Quelle | In: Journal of Educational Psychology, 102 (2010) 3, S.635-651 (17 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0022-0663 |
DOI | 10.1037/a0019319 |
Schlagwörter | Reading Comprehension; Listening Comprehension; Speech Communication; Gifted; General Education; Special Education; Human Body; Factor Analysis; Multiple Regression Analysis; Language Skills; Individual Differences; Regular and Special Education Relationship; Hypothesis Testing; Feedback (Response); Language Acquisition; Written Language; Literacy; Psychometrics; United States Leseverstehen; Hörverständnis; Begabter, Hoch Begabter; Allgemein bildendes Schulwesen; Allgemeinbildung; Special needs education; Sonderpädagogik; Sonderschulwesen; Menschlicher Körper; Faktorenanalyse; Language skill; Sprachkompetenz; Individueller Unterschied; Hypothesenprüfung; Hypothesentest; Sprachaneignung; Spracherwerb; Geschriebene Sprache; Alphabetisierung; Schreib- und Lesefähigkeit; Psychometry; Psychometrie; USA |
Abstract | Age-normed tests of listening comprehension, oral expression, reading comprehension, and written expression were administered in Grades 1 (n = 128), 3, and 5, or 3 (n = 113), 5, and 7. Confirmatory factor analyses compared 1- and 4-factor models at each grade level and supported a 4-factor model of language by ear, mouth, eye, and hand. Multiple regressions identified which of the 3 other language skills explained unique variance in each of the 4 language skill outcomes and provided additional evidence that language is not a single skill. Individuals' ipsative scores (amount that the standard score for age on each language measure deviated from individual's mean for all 4 measures) showed that 25% to 30% of individuals showed relative strengths or weaknesses ([plus or minus]1 SD) in specific language skills, but only 7% were stable across Grades 3 and 5. Findings are discussed in reference to (a) theoretical implications for idea comprehension and expression via language by ear, mouth, eye, and hand; and (b) educational applications of observed developmental and individual differences for general, special, and gifted education. (Contains 2 footnotes and 12 tables.) (As Provided). |
Anmerkungen | American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002-4242. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org/publications |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2017/4/10 |