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