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    Rights statement: Copyright © 2016 American Speech-Language-Hearing Association - final version published at http://jslhr.pubs.asha.org/article.aspx?articleid=2626801

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Oral language and listening comprehension: same or different constructs?

Research output: Contribution to Journal/Magazine › Journal article › peer-review

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Oral language and listening comprehension: same or different constructs? / Language and Reading Research Consortium.
In: Journal of Speech, Language, and Hearing Research, Vol. 60, No. 5, 01.05.2017, p. 1273-1284.

Research output: Contribution to Journal/Magazine › Journal article › peer-review

Harvard

Language and Reading Research Consortium 2017, 'Oral language and listening comprehension: same or different constructs?', Journal of Speech, Language, and Hearing Research, vol. 60, no. 5, pp. 1273-1284. https://doi.org/10.1044/2017_JSLHR-L-16-0039

APA

Language and Reading Research Consortium (2017). Oral language and listening comprehension: same or different constructs? Journal of Speech, Language, and Hearing Research, 60(5), 1273-1284. https://doi.org/10.1044/2017_JSLHR-L-16-0039

Vancouver

Language and Reading Research Consortium. Oral language and listening comprehension: same or different constructs? Journal of Speech, Language, and Hearing Research. 2017 May 1;60(5):1273-1284. doi: 10.1044/2017_JSLHR-L-16-0039

Author

Language and Reading Research Consortium. / Oral language and listening comprehension : same or different constructs?. In: Journal of Speech, Language, and Hearing Research. 2017 ; Vol. 60, No. 5. pp. 1273-1284.

Bibtex

@article{b930f1767e664998aeda8e707ec522b1,
title = "Oral language and listening comprehension: same or different constructs?",
abstract = "Purpose: The purpose of this study was to add to our understanding of the dimensionality of oral language in children and to determine whether oral language and listening comprehension are separate constructs in children enrolled in preschool (PK) through third grade.Method: In the spring of the school year children from four states (n=1,869) completed multiple measures of oral language (i.e., expressive and receptive vocabulary and grammar) and listening comprehension as part of a larger study of the language bases of reading comprehension. Results: Initial confirmatory factor analysis found evidence that measures of oral language and listening comprehension loaded on two separate factors in preschool through 3rd grade; however, these factors were highly correlated at all grades.Conclusion: These results suggest that oral language and listening comprehension are best characterized as a single oral language construct in grades PK through 3. The implications for early identification and intervention are discussed. ",
author = "Cain, {Katherine Elizabeth} and {Language and Reading Research Consortium}",
note = "Copyright {\textcopyright} 2016 American Speech-Language-Hearing Association - final version published at http://jslhr.pubs.asha.org/article.aspx?articleid=2626801",
year = "2017",
month = may,
day = "1",
doi = "10.1044/2017_JSLHR-L-16-0039",
language = "English",
volume = "60",
pages = "1273--1284",
journal = "Journal of Speech, Language, and Hearing Research",
issn = "1092-4388",
publisher = "American Speech-Language-Hearing Association (ASHA)",
number = "5",

}

RIS

TY - JOUR

T1 - Oral language and listening comprehension

T2 - same or different constructs?

AU - Cain, Katherine Elizabeth

AU - Language and Reading Research Consortium

N1 - Copyright © 2016 American Speech-Language-Hearing Association - final version published at http://jslhr.pubs.asha.org/article.aspx?articleid=2626801

PY - 2017/5/1

Y1 - 2017/5/1

N2 - Purpose: The purpose of this study was to add to our understanding of the dimensionality of oral language in children and to determine whether oral language and listening comprehension are separate constructs in children enrolled in preschool (PK) through third grade.Method: In the spring of the school year children from four states (n=1,869) completed multiple measures of oral language (i.e., expressive and receptive vocabulary and grammar) and listening comprehension as part of a larger study of the language bases of reading comprehension. Results: Initial confirmatory factor analysis found evidence that measures of oral language and listening comprehension loaded on two separate factors in preschool through 3rd grade; however, these factors were highly correlated at all grades.Conclusion: These results suggest that oral language and listening comprehension are best characterized as a single oral language construct in grades PK through 3. The implications for early identification and intervention are discussed.

AB - Purpose: The purpose of this study was to add to our understanding of the dimensionality of oral language in children and to determine whether oral language and listening comprehension are separate constructs in children enrolled in preschool (PK) through third grade.Method: In the spring of the school year children from four states (n=1,869) completed multiple measures of oral language (i.e., expressive and receptive vocabulary and grammar) and listening comprehension as part of a larger study of the language bases of reading comprehension. Results: Initial confirmatory factor analysis found evidence that measures of oral language and listening comprehension loaded on two separate factors in preschool through 3rd grade; however, these factors were highly correlated at all grades.Conclusion: These results suggest that oral language and listening comprehension are best characterized as a single oral language construct in grades PK through 3. The implications for early identification and intervention are discussed.

U2 - 10.1044/2017_JSLHR-L-16-0039

DO - 10.1044/2017_JSLHR-L-16-0039

M3 - Journal article

VL - 60

SP - 1273

EP - 1284

JO - Journal of Speech, Language, and Hearing Research

JF - Journal of Speech, Language, and Hearing Research

SN - 1092-4388

IS - 5

ER -