scholarly journals Oral Language and Listening Comprehension: Same or Different Constructs?

2017 ◽  
Vol 60 (5) ◽  
pp. 1273-1284 ◽  
Author(s):  
Language and Reading Research Conso
Keyword(s):  
Oral Language ◽  
Listening Comprehension

scholarly journals The Simple View of Reading Across Development: Prediction of Grade 3 Reading Comprehension From Prekindergarten Skills

2018 ◽  
Vol 39 (5) ◽  
pp. 289-303 ◽  
Author(s):  
◽  
Y. D. Chiu
Keyword(s):  
Reading Comprehension ◽  
Word Recognition ◽  
Phonological Processing ◽  
Oral Language ◽  
Structural Equation ◽  
Listening Comprehension ◽  
Equation Model ◽  
Simple View Of Reading ◽  
Simple View ◽  
Grade 3

We assessed the simple view of reading as a framework for Grade 3 reading comprehension in two ways. We first confirmed that a structural equation model in which word recognition, listening comprehension, and reading comprehension were assessed by multiple measures to inform each latent construct provided an adequate fit to this model in Grade 3. We next examined how well prekindergarten (pre-K) oral language (vocabulary, grammar, discourse) and code-related (letter and print knowledge, phonological processing) skills predicted Grade 3 reading comprehension, through the two core components of the simple view: word recognition and listening comprehension. Strong relations were evident between pre-K skills and the complementary Grade 3 constructs of listening comprehension and word recognition. Notably, the pre-K latent constructs of oral language and code-related skills were strongly related to each other, with a much weaker (nonsignificant) relation between the complementary Grade 3 constructs of listening comprehension and word recognition.

Hidden Reading Difficulties: Identifying Children Who Are Poor Comprehenders

2020 ◽  
pp. 073194872096176
Author(s):  
Katrina Kelso ◽  
Anne Whitworth ◽  
Richard Parsons ◽  
Suze Leitão
Keyword(s):  
Oral Language ◽  
Listening Comprehension ◽  
Classroom Teacher ◽  
Reading Assessment ◽  
Read Aloud ◽  
Simple View Of Reading ◽  
At Risk Children ◽  
Poor Comprehenders ◽  
Text Reading ◽  
Text Reading Comprehension

Poor comprehenders are a significant subgroup of poor readers who, due to their ability to read aloud accurately, are often difficult to identify. This study aimed to determine whether assessment using two oral language tasks, mapped onto the two components of the Simple View of Reading, would provide an efficient approach to identification. Children ( N = 218) from School Years 3 to 6 (aged 7; 8–12; 1) attending two schools in Australia were assessed, and 45 identified as potential poor comprehenders, based on a profile of average phonological awareness but poor listening comprehension. Subsequent assessment of decoding and text reading comprehension confirmed 24 of these children to be poor comprehenders, consistent with reported prevalence rates. Five of these children were judged to be weak readers by their classroom teacher. The oral tasks alone overidentified this group; however, the findings suggest that using the tasks as an initial phase, followed up with a reading assessment, could be effective in identifying poor comprehenders, and reduce time spent in testing as this would only involve at-risk children.

scholarly journals The Comprehension Problems of Children With Poor Reading Comprehension Despite Adequate Decoding: A Meta-Analysis

2018 ◽  
Vol 88 (3) ◽  
pp. 366-400 ◽  
Author(s):  
Mercedes Spencer ◽  
Richard K. Wagner
Keyword(s):  
Reading Comprehension ◽  
Oral Language ◽  
Listening Comprehension ◽  
Meta Analysis ◽  
Poor Reading ◽  
Syntactic Knowledge ◽  
Specific Reading ◽  
Oral Language Skills ◽  
Comprehension Deficit ◽  
Practical Implications

The purpose of this meta-analysis was to examine the comprehension problems of children who have a specific reading comprehension deficit (SCD), which is characterized by poor reading comprehension despite adequate decoding. The meta-analysis included 86 studies of children with SCD who were assessed in reading comprehension and oral language (vocabulary, listening comprehension, storytelling ability, and semantic and syntactic knowledge). Results indicated that children with SCD had deficits in oral language (d = −0.78, 95% confidence interval, CI [−0.89, −0.68], but these deficits were not as severe as their deficit in reading comprehension (d = −2.78, 95% CI [−3.01, −2.54]). When compared with reading comprehension age–matched normal readers, the oral language skills of the two groups were comparable (d = 0.32, 95% CI [−0.49, 1.14]), which suggests that the oral language weaknesses of children with SCD represent a developmental delay rather than developmental deviance. Theoretical and practical implications of these findings are discussed.

Factors that influence comprehension of connectives among language minority children from Spanish-speaking backgrounds

2008 ◽  
Vol 29 (4) ◽  
pp. 603-625 ◽  
Author(s):  
AMY C. CROSSON ◽  
NONIE K. LESAUX ◽  
MARIA MARTINIELLO
Keyword(s):  
Oral Language ◽  
Listening Comprehension ◽  
Word Reading ◽  
Critical Role ◽  
Language Minority ◽  
Vocabulary Knowledge ◽  
Minority Children ◽  
Text Cohesion ◽  
Language Competencies

ABSTRACTThis study explores factors influencing the degree to which language minority (LM) children from Spanish-dominant homes understand how connectives, such as in contrast and because, signal relationships between text propositions. Standardized tasks of vocabulary, listening comprehension, word reading, and a researcher-designed text cohesion task were administered to 90 fourth-grade LM students. Understanding of connectives was influenced by vocabulary knowledge and listening comprehension. The degree of challenge that specific connectives posed to LM students was predicted by the difficulty that connectives presented as vocabulary items and also by the type of semantic relationship between clauses they signaled. The findings point to factors that may present sources of difficulty underlying reading comprehension, in particular the critical role of oral language competencies.

scholarly journals Improving the Students’ Listening Comprehension through Aural-Oral Language Approach

2020 ◽  
Vol 3 (2) ◽  
pp. 486-505
Author(s):  
Sujariati Sujariati
Keyword(s):  
Learning Process ◽  
Oral Language ◽  
Listening Comprehension ◽  
Real Data ◽  
Listening Test ◽  
Oral Approach ◽  
Teaching Learning

This research aimed to know the effectiveness of using Aural-oral approach to improve the students’ listening comprehension, and to know the students’ activeness toward teaching learning process through Aural-oral approach at the eleventh grade students of SMAN 1 Makassar. Two cycles had been conducted, where each cycle consisted of four meetings. It implemented Aural-oral approach as an approach to improve the students’ listening comprehension and employed listening test as instrument. A number of subjects of the research were 16 students. It is consist of 9 women and 7 men. The researcher took real data from the school to know the students’ listening comprehension. The students’ mean score of listening achievement at D-Test was 50.69, at the cycle I was 65.28 and at the cycle II was 75.93. The result of the student's listening test in cycle II had improved in significant score, where the means score of students in distinguish phonemes was 87.5, in understanding Statement was 50, and in understanding dialogue was 90.28. It means that the students’ mean score at the cycle II was 75.93 reached the target score 75 and the students’ activeness toward teaching learning process by using Aural-oral approach was improved. It can be seen from the observation result of the students’ activeness in the classroom from the first meeting at the first cycle until at the last meeting in cycle II always grow up. It could be stated that the research was successful. Keyword: Listening Comprehension, Aural-oral Approach, Student’ Listening, Student’s Activeness

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