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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Bibliographic Details
Published in:Reading & writing Vol. 31; no. 8; pp. 1741 - 1764
Main Authors: Gottardo, Alexandra, Mirza, Amna, Koh, Poh Wee, Ferreira, Aline, Javier, Christine
Format: Journal Article
Language:English
Published: Dordrecht Springer Netherlands 01.10.2018
Springer
Springer Nature B.V
Subjects:
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
Online Access:Get full text
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Summary: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.
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ISSN:0922-4777
1573-0905
DOI:10.1007/s11145-017-9736-2