Journal Article

The structure of oral language and reading and their relation to comprehension in Kindergarten through Grade 2

Foorman, Barbara R., Mitchell, Alison, Petscher, Yaacov, Truckenmiller, Adrea, Herrera, Sarah

2015

Overview

This study examined the structure of oral language and reading and their relation to comprehension from a latent variable modeling perspective in Kindergarten, Grade 1, and Grade 2. Participants were students in Kindergarten (n = 218), Grade 1 (n = 372), and Grade 2 (n = 273), attending Title 1 schools. Students were administered phonological awareness, syntax, vocabulary, listening comprehension, and decoding fluency measures in mid-year. Outcome measures included a listening comprehension measure in Kindergarten and a reading comprehension test in Grades 1 and 2. In Kindergarten, oral language (consisting of listening comprehension, syntax, and vocabulary) shared variance with phonological awareness in predicting a listening comprehension outcome. However, in Grades 1 and 2, phonological awareness was no longer predictive of reading comprehension when decoding fluency and oral language were included in the model. In Grades 1 and 2, oral language and decoding fluency were significant predictors of reading comprehension.

• Publisher: Springer Netherlands,Springer,Springer Nature B.V
• Subject: Comprehension / Consciousness / Correlation / Decoding / Decoding (Reading) / Education / Elementary education / Elementary School Students / Fluency / Grade 1 / Grade 2 / Kindergarten / Language / Language and Literature / Language Skills / Linguistics / Listening Comprehension / Literacy / Longitudinal Studies / Mitchell, Alison / Neurology / Oral Language / Oral Reading / Phonological Awareness / Phonology / Predictor Variables / Preschool Children / Psycholinguistics / Reading Comprehension / Reading Fluency / Reading instruction / Reading Tests / Social Sciences / Spoken language / Students / Syntax / Syntax phonology relationship / Vocabulary