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  • LARRC_TLD_2016

    Rights statement: Copyright © 2016 Wolters Kluwer Health, Inc. All rights reserved.

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    Available under license: CC BY-NC: Creative Commons Attribution-NonCommercial 4.0 International License

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Predicting second grade listening comprehension using prekindergarten measures

Research output: Contribution to Journal/MagazineJournal articlepeer-review

  • Crystal Alonzo
  • Gloria Yeomans-Maldonado
  • KImberley Murphy
  • Beau Bevens
  • Language and Reading Research Consortium
<mark>Journal publication date</mark>1/10/2016
<mark>Journal</mark>Topics in Language Disorders
Issue number4
Number of pages22
Pages (from-to)312-333
Publication StatusPublished
<mark>Original language</mark>English


Purpose: The purpose of this study was to determine prekindergarten predictors of listening comprehension in second grade.

Methods: Within a large, 5-year longitudinal study, children progressing from prekindergarten to second grade were administered a comprehensive set of prekindergarten measures of foundational language skills (vocabulary and grammar), higher-level language skills (inferencing, comprehension monitoring, and text structure knowledge), listening comprehension, working memory, and nonverbal processing, as well as second grade measures of listening comprehension.

Results: A prekindergarten measure of listening comprehension—the Test of Narrative Language—and a prekindergarten measure of foundational language skills and working memory—the Clinical Evaluation of Language Fundamentals-4 Recalling Sentences—were significant predictors of second grade listening comprehension.

Conclusions: Our findings show that a quick, reliable measure of sentence imitation and/or listening comprehension, administered in prekindergarten, provides insight into a child's second grade listening comprehension. Knowing who is at risk for comprehension failure will allow educators to make informed, evidence-based decisions on the need for further in-depth assessment and language-intensive instruction to stave off future reading disabilities.

Bibliographic note

Copyright © 2016 Wolters Kluwer Health, Inc. All rights reserved.