Literaturnachweis - Detailanzeige
| Autor/inn/en | Petersen, Douglas B.; Spencer, Trina D.; Konishi, Alisa; Sellars, Tiffany P.; Foster, Matthew E.; Robertson, Dana |
|---|---|
| Titel | Using Parallel, Narrative-Based Measures to Examine the Relationship between Listening and Reading Comprehension: A Pilot Study |
| Quelle | In: Language, Speech, and Hearing Services in Schools, 51 (2020) 4, S.1097-1111 (15 Seiten)
PDF als Volltext |
| Zusatzinformation | ORCID (Petersen, Douglas B.) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0161-1461 |
| Schlagwörter | Listening Comprehension; Reading Comprehension; Grade 2; Grade 3; Elementary School Students; Story Telling; Vocabulary; Correlation; Oral Language; Immersion Programs; English; Spanish; Navajo; Decoding (Reading) |
| Abstract | Purpose: The purpose of this pilot study was to determine whether parallel measures of narrative-based listening comprehension and reading comprehension reflected the same construct and yielded comparable scores from a diverse sample of second- and third-grade students. One hundred ten students participated in this study. Method: Three listening and three reading comprehension narrative retells and subsequent responses to story questions and vocabulary questions were collected using the Narrative Language Measures Listening and Reading subtests of the CUBED assessment. Results: Results indicated a strong correlation between the listening comprehension and reading comprehension measures. Confirmatory factor analysis indicated that the listening and reading comprehension measures loaded onto one factor. Mean scores were not significantly different between the listening and reading comprehension measures, and the equipercentile analyses indicated that the two measures yielded scores that aligned with similar percentile rankings for a diverse sample of students, suggesting symmetry and equity. Conclusion: Oral narrative language retells and responses to story and vocabulary questions could potentially serve as proxy measures for reading comprehension for young students. (As Provided). |
| Anmerkungen | American Speech-Language-Hearing Association. 2200 Research Blvd #250, Rockville, MD 20850. Tel: 301-296-5700; Fax: 301-296-8580; e-mail: lshss@asha.org; Web site: http://lshss.pubs.asha.org |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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