Unpacking listening comprehension: the role of vocabulary, morphological awareness, and syntactic knowledge in reading comprehension

As posited by the simple view of reading, listening comprehension and decoding are necessary for reading comprehension. Thus, the present study examined subcomponents of listening comprehension (i.e., vocabulary, morphology, and syntax) and their contributions to reading comprehension. The novel asp...

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Vydáno v:	Reading & writing Ročník 31; číslo 8; s. 1741 - 1764
Hlavní autoři:	Gottardo, Alexandra, Mirza, Amna, Koh, Poh Wee, Ferreira, Aline, Javier, Christine
Médium:	Journal Article
Jazyk:	angličtina
Vydáno:	Dordrecht Springer Netherlands 01.10.2018 Springer Springer Nature B.V
Témata:	Accountability Adult Learning Bilingual Students Comprehension Consciousness Decoding Decoding (Reading) Direct Instruction Education Educational Quality English (Second Language) English as a second language learning English language Knowledge Language and Literature Language Skills Linguistics Listening Comprehension Listening Comprehension Tests Literacy Morphological processing Morphology Morphology (Languages) Morphosyntax Native Speakers Neurology Preadolescents Psycholinguistics Reading Comprehension Reading Fluency Reading Instruction Second Language Learning Short Term Memory Sight Method Social Sciences Spanish language Spanish Speaking Syntactic analysis Syntax Thinking Skills Vocabulary Vocabulary Skills Vocabulary Syntactic knowledge Listening comprehension Morphological awareness Reading comprehension Second language
ISSN:	0922-4777, 1573-0905
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Shrnutí:	As posited by the simple view of reading, listening comprehension and decoding are necessary for reading comprehension. Thus, the present study examined subcomponents of listening comprehension (i.e., vocabulary, morphology, and syntax) and their contributions to reading comprehension. The novel aspect of this study is that rather than examining listening comprehension as a global variable, the unique and shared variance of subcomponents of listening comprehension were examined in relation to English reading comprehension. Second language learners of English from Spanish-speaking backgrounds between the ages of 9 and 13 years completed tasks assessing vocabulary, morphological awareness, syntactic knowledge, word reading, and reading comprehension in English. As expected, regression analyses showed that all three subcomponents of listening comprehension contributed to reading comprehension. Additionally, commonality analyses showed that morphological awareness and syntactic knowledge shared significant amounts of variance with vocabulary. The interrelations among these variables have implications for assessment and intervention.
Bibliografie:	ObjectType-Article-1 SourceType-Scholarly Journals-1 ObjectType-Feature-2 content type line 14
ISSN:	0922-4777 1573-0905
DOI:	10.1007/s11145-017-9736-2