Direct and mediated effects of language and cognitive skills on comprehension of oral narrative texts (listening comprehension) for children.
We investigated component language and cognitive skills of oral language comprehension of narrative texts (i.e., listening comprehension). Using the construction-integration model of text comprehension as an overarching theoretical framework, we examined direct and mediated relations of foundational cognitive skills (working memory and attention), foundational language skills (vocabulary and grammatical knowledge), and higher-order cognitive skills (inference, theory of mind, and comprehension monitoring) to listening comprehension. A total of 201 first grade children in South Korea participated in the study. Structural equation modeling results showed that listening comprehension is directly predicted by working memory, grammatical knowledge, inference, and theory of mind and is indirectly predicted by attention, vocabulary, and comprehension monitoring. The total effects were .46 for working memory, .07 for attention, .30 for vocabulary, .49 for grammatical knowledge, .31 for inference, .52 for theory of mind, and .18 for comprehension monitoring. These results suggest that multiple language and cognitive skills make contributions to listening comprehension, and their contributions are both direct and indirect.
College of Education, Florida State University, and Florida Center for Reading Research, Florida State University, Tallahassee, FL 32306, USA. Electronic address: ykim@fcrr.org.
Young-Suk Grace
YS
Kim
D001307:Auditory Perception; D002648:Child; D032882:Comprehension; D005260:Female; D006801:Humans; D007802:Language; D008297:Male; D008570:Memory, Short-Term; D033262:Narration; D011932:Reading; D056910:Republic of Korea; D013067:Speech Perception; D014825:Vocabulary
Comprehension monitoring; Grammar; Inference; Listening comprehension; Text (narrative) comprehension; Theory of mind; Vocabulary; Working memory