Influences of Individual, Text, and Assessment Factors on Text/Discourse Comprehension in Oral Language (Listening Comprehension)
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| Title: | Influences of Individual, Text, and Assessment Factors on Text/Discourse Comprehension in Oral Language (Listening Comprehension) |
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| Language: | English |
| Authors: | Kim, Young-Suk Grace (ORCID |
| Source: | Grantee Submission. 2020. |
| Peer Reviewed: | Y |
| Page Count: | 22 |
| Publication Date: | 2020 |
| Sponsoring Agency: | Institute of Education Sciences (ED) Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD) (NIH) |
| Contract Number: | R305A130131 R305A180055 P50HD052120 |
| Document Type: | Reports - Research |
| Education Level: | Elementary Education Early Childhood Education Grade 2 Primary Education |
| Descriptors: | Reading Comprehension, Oral Language, Listening Comprehension, Elementary School Students, Grade 2, Individual Differences, Item Response Theory, Achievement Tests, Reading Tests, Informal Reading Inventories, Perspective Taking, Theory of Mind, Short Term Memory, Vocabulary, Grammar, Inferences, Literary Genres |
| Assessment and Survey Identifiers: | Wechsler Individual Achievement Test, Woodcock Johnson Tests of Achievement |
| DOI: | 10.1007/s11881-020-00208-8 |
| Abstract: | We investigated the contributions of multiple strands of factors--individual characteristics (struggling reader status, working memory, vocabulary, grammatical knowledge, knowledge-based inference, theory of mind, comprehension monitoring), a text feature (narrative vs. expository genre), and question types (literal and inferential)--to one's performance on discourse comprehension in oral language (listening comprehension), using data from 529 second graders. Results from explanatory item response models revealed that substantial variance in listening comprehension was attributable to differences between items, texts, and children, respectively. Narrative versus expository genre distinctions explained almost all of the variance attributable to text differences. In contrast, literal versus inferential question distinctions did not explain item responses after accounting for text and reading comprehension status. However, there was a moderation between struggling reader status and question type such that struggling readers had a slightly higher (2%) probability of getting inferential questions right compared to typically developing readers, after accounting for individual and text factors. Struggling readers have a lower probability of accurate item responses than typically developing readers, but the difference disappeared once language and cognitive skills (e.g., working memory, vocabulary) were taken into consideration. The effects of text genre and question type on item responses did not differ as a function of children's language and cognitive skills. Overall, these results underscore the importance of considering individual, text, and assessment factors for children's performance in listening comprehension. [This is the online version of an article published in "Annals of Dyslexia" (ISSN 0736-9387).] |
| Abstractor: | As Provided |
| IES Funded: | Yes |
| Entry Date: | 2020 |
| Accession Number: | ED609255 |
| Database: | ERIC |
| Abstract: | We investigated the contributions of multiple strands of factors--individual characteristics (struggling reader status, working memory, vocabulary, grammatical knowledge, knowledge-based inference, theory of mind, comprehension monitoring), a text feature (narrative vs. expository genre), and question types (literal and inferential)--to one's performance on discourse comprehension in oral language (listening comprehension), using data from 529 second graders. Results from explanatory item response models revealed that substantial variance in listening comprehension was attributable to differences between items, texts, and children, respectively. Narrative versus expository genre distinctions explained almost all of the variance attributable to text differences. In contrast, literal versus inferential question distinctions did not explain item responses after accounting for text and reading comprehension status. However, there was a moderation between struggling reader status and question type such that struggling readers had a slightly higher (2%) probability of getting inferential questions right compared to typically developing readers, after accounting for individual and text factors. Struggling readers have a lower probability of accurate item responses than typically developing readers, but the difference disappeared once language and cognitive skills (e.g., working memory, vocabulary) were taken into consideration. The effects of text genre and question type on item responses did not differ as a function of children's language and cognitive skills. Overall, these results underscore the importance of considering individual, text, and assessment factors for children's performance in listening comprehension. [This is the online version of an article published in "Annals of Dyslexia" (ISSN 0736-9387).] |
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| DOI: | 10.1007/s11881-020-00208-8 |
