scholarly journals The Relationship between Wide Reading and Listening Comprehension of Written Language

1995 ◽  
Vol 27 (3) ◽  
pp. 425-438 ◽  
Author(s):  
Wanda B. Hedrick ◽  
James W. Cunningham
Keyword(s):  
Language Development ◽  
Listening Comprehension ◽  
First Language ◽  
Indirect Evidence ◽  
Language Ability ◽  
Hierarchical Regression ◽  
Wide Reading ◽  
Related Language ◽  
Comprehension Ability ◽  
The Relationship

This study was the first to examine the relationship between wide reading and listening comprehension in the first language. It answered two questions concerning this relationship. First, higher levels of wide reading were associated with stronger listening comprehension ability. Second, there was indirect evidence to suggest that wide readers may be increasing their listening comprehension ability. One hundred and twenty fourth graders were measured on general language ability, estimated amount of wide reading, and reading-related language ability. A hierarchical regression logic was used to isolate the relationship between wide reading and reading-related language development. Further research that more directly investigates the relationship between wide reading and reading-related language development is called for.

First language development: a usage-based perspective on past and current research

2014 ◽  
Vol 41 (S1) ◽  
pp. 48-63 ◽  
Author(s):  
ELENA LIEVEN
Keyword(s):  
Cognitive Development ◽  
Language Development ◽  
Language Learning ◽  
Child Language ◽  
First Language ◽  
Computational Modelling ◽  
Systematic Errors ◽  
The Past ◽  
Language Research ◽  
The Relationship

ABSTRACTI first outline three major developments in child language research over the past forty years: the use of computational modelling to reveal the structure of information in the input; the focus on quantifying productivity and abstraction; and developments in the explanation of systematic errors. Next, I turn to what I consider to be major outstanding issues: how the network of constructions builds up and the relationship between social and cognitive development and language learning. Finally, I briefly consider a number of other areas of importance to a psychologically realistic understanding of children's language development.

The Relationship between Language Skills and Outcomes of the PATHS Curriculum

2008 ◽  
Vol 25 (2) ◽  
pp. 62-77
Author(s):  
Luisa Rossi ◽  
Janet Fletcher ◽  
Robin Harvey
Keyword(s):  
Social Skills ◽  
Language Development ◽  
Western Australia ◽  
Language Skills ◽  
Language Ability ◽  
Significant Trend ◽  
Post Intervention ◽  
Language Difficulties ◽  
Language Measures ◽  
The Relationship

AbstractPrevious research has established a relationship between children's language development and their behaviour. The aim of the present study was to determine whether children's language ability influenced the degree to which their behaviour changed following participation in the PATHS (Promoting Alternative Thinking Strategies) curriculum. Participants were 86 pre-primary children who attended two mainstream schools in regional Western Australia. Analyses of pre- and post-intervention behaviour and language measures found PATHS to be effective for improving the behaviour and social skills of children with language difficulties. Changes in children with better language skills showed a positive but non-significant trend. Although a relationship was found between children's general language skills and their behaviour at pre-intervention, changes observed in behaviour were not accompanied by changes in language skills at post-intervention.

Exploring the association of infant receptive language and pitch variability in fathers’ infant-directed speech

2019 ◽  
Vol 46 (04) ◽  
pp. 800-811 ◽  
Author(s):  
Jean QUIGLEY ◽  
Elizabeth NIXON ◽  
Sarah LAWSON
Keyword(s):  
Infant Development ◽  
Child Language ◽  
Receptive Language ◽  
Language Ability ◽  
Hierarchical Regression ◽  
Prosodic Features ◽  
Unstructured Play ◽  
The Relationship ◽  
Bayley Scales ◽  
Pitch Variability

AbstractThe objective of this study was to examine the links between prosodic features of paternal Infant-Directed Speech (IDS) and child characteristics. Pitch variability measures were extracted from the speech samples of 50 fathers during unstructured play with their two-year-old children. Evidence for a link between child receptive language ability (measured by the Bayley Scales of Infant Development III) and fathers’ pitch variability was obtained from Multiple Hierarchical Regression. Findings support the hypothesis that fathers tailor their speech to their children. This is one of the few studies to examine the relationship between fathers’ IDS and child language ability.

scholarly journals Exploring the Relationship Between L2 Listening and Metacognition After Controlling for Vocabulary Knowledge

2021 ◽  
Vol 7 (3) ◽  
pp. 187-200
Author(s):  
Matthew P Wallace
Keyword(s):  
Listening Comprehension ◽  
Vocabulary Knowledge ◽  
Metacognitive Awareness ◽  
Hierarchical Regression ◽  
Strategic Knowledge ◽  
Metacognitive Skills ◽  
Efl Learners ◽  
Positive Attitudes ◽  
L2 Listening ◽  
The Relationship

Metacognition is known to be important for L2 listening comprehension. However, it is unclear how much variance in listening performance it can explain after controlling for vocabulary knowledge. To examine this, data from the listening section of the TOEFL Junior test, the Metacognitive Awareness Listening Questionnaire (MALQ), and the Listening Vocabulary Levels Test were collected from 76 high school EFL learners in Japan. The MALQ measured five subscales of metacognition representing metacognitive skills and metacognitive knowledge. Representing skills, the MALQ measured perceptions of the ability to (1) plan and evaluate performance, (2) direct attention, and (3) overcome listening problems. Representing knowledge, it measured strategic knowledge of (4) avoiding mentally translating speech and person knowledge of (5) maintaining positive attitudes about listening. The descriptive results showed that participants used their metacognition moderately. Of the subscales, they directed attention the most, planned and evaluated performance least, and perceived their ability to avoid mental translation, solve problems, and maintain optimism equivalently. The results from the hierarchical regression analysis further showed that vocabulary knowledge and metacognition overall predicted listening performance. Of the MALQ subscales, only person knowledge predicted comprehension. These findings indicate that, contrary to earlier findings, metacognition was important for listening comprehension after accounting for vocabulary knowledge.

Comparing levels of processability across languages

2011 ◽  
Vol 15 (2) ◽  
pp. 128-146 ◽  
Author(s):  
Manfred Pienemann ◽  
Jörg-U. Keßler ◽  
Yuki Itani-Adams
Keyword(s):  
Language Acquisition ◽  
Language Development ◽  
First Language ◽  
Language Ability ◽  
Developmental Perspective ◽  
First Language Acquisition ◽  
The Cross ◽  
Japanese English

In this article we utilize a developmental perspective as a metric for the comparison of bilingual language ability. In particular, we utilize Processabilty Theory (Pienemann, 1998a, 2005) which provides a psycholinguistic metric for developmental schedules of any given language. We demonstrate this approach to the cross-linguistic measurement of language development on the basis of Itani-Adams’ (2007) study of bilingual (Japanese—English) first language acquisition.

scholarly journals Prediction of Reading Ability: A Cross-Validation Study of the Simple View of Reading

1997 ◽  
Vol 29 (1) ◽  
pp. 1-24 ◽  
Author(s):  
Ru San Chen ◽  
Frank R. Vellutino
Keyword(s):  
Reading Comprehension ◽  
Reading Ability ◽  
Listening Comprehension ◽  
Developmental Reading ◽  
First Language ◽  
Simple View Of Reading ◽  
Simple View ◽  
Product Term ◽  
Comprehension Ability ◽  
Reading Comprehension Ability

The Simple View of Reading, as originally articulated by Gough and Tunmer (1986), proposes that reading comprehension ability can be predicted by the product term of two components: decoding and listening comprehension (R = D × L). Based on a longitudinal study evaluating developmental reading in bilingual children, Hoover and Gough (1990) reported results providing initial support for the model. The present study attempted to cross-validate the Simple View of Reading using a sample of children with English as their first language. Results support the idea that reading comprehension ability can be decomposed into decoding and listening comprehension abilities, but they do not support the assumption that all or most of the substantive variance in reading comprehension can be explained by the multiplicative combination of decoding and listening comprehension. They do, however, support a more complicated version of the model, which requires the inclusion of both the linear and the product terms in predicting reading comprehension from decoding and language comprehension (R = D + L + D × L).

scholarly journals AN ANALYSIS OF FIRST LANGUAGE ACQUISITION IN CHILDREN

2017 ◽  
Vol 1 (1) ◽  
pp. 7-13
Author(s):  
Masykur
Keyword(s):  
Language Acquisition ◽  
Language Development ◽  
Case Studies ◽  
First Language ◽  
Language Ability ◽  
Linguistic Knowledge ◽  
First Language Acquisition ◽  
Video Recordings ◽  
Systematic Pattern ◽  
Depth Interviews

The current study investigates the accessibility of a systematic pattern to children learning their first language, and also it is a try to show the effect of the quantity of input on first language acquisition. To these aims, two case studies were carried out on six children learning as their first language. The participants of the first study were three children acquiring their first language in Indramayu being followed for 12 months (24-36 months) to see if they all passed the same pattern in language development. The participants of the second study were three Children (who were exposed to less input) acquiring their first language in Indramayu being followed for 12 months (24-36 months) to see if the language development was affected considering the amount of input they were exposed to. In-depth interviews, observations, audio and video recordings, notes and reports were used to collect the data for this study. The data collected for each Children was analyzed separately, and the stages of development were reported for each children accordingly. The findings support the claim that the process of language acquisition depends on an innate language ability which holds that at least some linguistic knowledge exists in humans at birth, and also the input that learners receive plays a very important role in the language acquisition since the input activates this innate structure.

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