Cognitive Correlates of Listening Comprehension

Autor/inn/en	Kim, Young-Suk; Phillips, Beth
Titel	Cognitive Correlates of Listening Comprehension
Quelle	49 (2014) 3, S.269-281 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
DOI	10.1002/rrq.74
Schlagwörter	Listening Comprehension; Oral Language; Inhibition; Theory of Mind; Vocabulary; Age Differences; Kindergarten; Grade 1; Elementary School Students; Poverty; Structural Equation Models; Cognitive Processes; Florida; Oral and Written Language Scales; Woodcock Johnson Tests of Achievement + Suchen Sie Ihr Suchwort? Hörverständnis; Oral interpretation; Mündlicher Sprachgebrauch; Hemmung; Wortschatz; Age; Difference; Age difference; Altersunterschied; School year 01; 1. Schuljahr; Schuljahr 01; Armut; Cognitive process; Kognitiver Prozess
Abstract	In an effort to understand cognitive foundations of oral language comprehension (i.e., listening comprehension), we examined how inhibitory control, theory of mind, and comprehension monitoring are uniquely related to listening comprehension over and above vocabulary and age. A total of 156 children in kindergarten and first grade from high-poverty schools participated in the study. Using structural equation modeling, results showed that all three cognitive skills (inhibitory control, theory of mind, and comprehension monitoring) were positively related to listening comprehension after accounting for vocabulary and age. In addition, inhibitory control had a direct relation to listening comprehension, not indirectly via theory of mind. Results are discussed in light of cognitive component skills for listening comprehension. [This article was published in "Reading Research Quarterly" (EJ1031433).] (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01