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Component skills that underpin listening comprehension and reading comprehension in learners with English as first and additional language.

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Title: Component skills that underpin listening comprehension and reading comprehension in learners with English as first and additional language.
Authors: Babayiğit, Selma, Shapiro, Laura
Source: Journal of Research in Reading. Feb2020, Vol. 43 Issue 1, p78-97. 20p.
Subjects: Listening comprehension, Reading comprehension, English as a foreign language, Vocabulary, English grammar, Comprehensive instruction (Reading)
Abstract: Aims: The primary aim of this study is to augment our understanding of the component skills that underpin second‐language learners' text comprehension by examining the direct and indirect roles of vocabulary knowledge and grammatical skills in second‐language learners' listening and reading comprehension. Methods: Our sample included 134 learners with English as an additional language (EAL) and 74 with English as first language (EL1) (Mage = 123.76, SD = 5.02 months). Results: Our path analyses underscored the central role of English vocabulary and grammar in EAL learners' text comprehension. Both made independent and direct contributions to EAL learners' listening and reading comprehension levels. There were also indirect relations between vocabulary and grammar, and reading comprehension through listening comprehension. Similar results were observed for the EL1 group. We also found an association between weaknesses in EAL learners' vocabulary and grammatical skills and their underperformance on listening comprehension and reading comprehension. Conclusions: EAL learners' oral language, listening comprehension, and reading comprehension development should be examined in tandem and beyond the primary‐school years to clarify the long‐term implications of the observed EAL gap at primary‐school levels. Finally, our findings suggest that both vocabulary knowledge and grammatical skills need to be targeted to support children's listening and reading comprehension. This is important for both EAL and EL1 learners but particularly for the former whose English oral language skills may lag behind those of their EL1 peers. [ABSTRACT FROM AUTHOR]
Copyright of Journal of Research in Reading is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: Component skills that underpin listening comprehension and reading comprehension in learners with English as first and additional language.
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  Data: <searchLink fieldCode="AR" term="%22Babayiğit%2C+Selma%22">Babayiğit, Selma</searchLink><br /><searchLink fieldCode="AR" term="%22Shapiro%2C+Laura%22">Shapiro, Laura</searchLink>
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  Data: <searchLink fieldCode="JN" term="%22Journal+of+Research+in+Reading%22">Journal of Research in Reading</searchLink>. Feb2020, Vol. 43 Issue 1, p78-97. 20p.
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  Data: <searchLink fieldCode="DE" term="%22Listening+comprehension%22">Listening comprehension</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+comprehension%22">Reading comprehension</searchLink><br /><searchLink fieldCode="DE" term="%22English+as+a+foreign+language%22">English as a foreign language</searchLink><br /><searchLink fieldCode="DE" term="%22Vocabulary%22">Vocabulary</searchLink><br /><searchLink fieldCode="DE" term="%22English+grammar%22">English grammar</searchLink><br /><searchLink fieldCode="DE" term="%22Comprehensive+instruction+%28Reading%29%22">Comprehensive instruction (Reading)</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Aims: The primary aim of this study is to augment our understanding of the component skills that underpin second‐language learners' text comprehension by examining the direct and indirect roles of vocabulary knowledge and grammatical skills in second‐language learners' listening and reading comprehension. Methods: Our sample included 134 learners with English as an additional language (EAL) and 74 with English as first language (EL1) (Mage = 123.76, SD = 5.02 months). Results: Our path analyses underscored the central role of English vocabulary and grammar in EAL learners' text comprehension. Both made independent and direct contributions to EAL learners' listening and reading comprehension levels. There were also indirect relations between vocabulary and grammar, and reading comprehension through listening comprehension. Similar results were observed for the EL1 group. We also found an association between weaknesses in EAL learners' vocabulary and grammatical skills and their underperformance on listening comprehension and reading comprehension. Conclusions: EAL learners' oral language, listening comprehension, and reading comprehension development should be examined in tandem and beyond the primary‐school years to clarify the long‐term implications of the observed EAL gap at primary‐school levels. Finally, our findings suggest that both vocabulary knowledge and grammatical skills need to be targeted to support children's listening and reading comprehension. This is important for both EAL and EL1 learners but particularly for the former whose English oral language skills may lag behind those of their EL1 peers. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
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  Data: <i>Copyright of Journal of Research in Reading is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1111/1467-9817.12291
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      – Code: eng
        Text: English
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      – SubjectFull: Listening comprehension
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      – SubjectFull: Reading comprehension
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      – SubjectFull: English as a foreign language
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      – SubjectFull: English grammar
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              Text: Feb2020
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