TY - JOUR
T1 - Oral language and listening comprehension
T2 - Same or different constructs?
AU - Language And Reading Research Consortium (Larrc)
AU - Justice, Laura M.
AU - Lomax, Richard
AU - O’Connell, Ann
AU - Pentimonti, Jill
AU - Petrill, Stephen A.
AU - Piasta, Shayne B.
AU - Gray, Shelley
AU - Gray, Shelley
AU - Restrepo, Maria
AU - Catts, Hugh
AU - Bridges, Mindy
AU - Nielsen, Diane
AU - Hogan, Tiffany
AU - Bovaird, Jim
AU - Nelson, J. Ron
N1 - Publisher Copyright:
© 2017 American Speech-Language-Hearing Association
PY - 2017
Y1 - 2017
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 3rd grade. Method: In the spring of the school year, children from 4 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 PK through 3rd grade; however, these factors were highly correlated at all grades. Conclusions: These results suggest that oral language and listening comprehension are best characterized as a single oral language construct in PK through 3rd grade. 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 3rd grade. Method: In the spring of the school year, children from 4 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 PK through 3rd grade; however, these factors were highly correlated at all grades. Conclusions: These results suggest that oral language and listening comprehension are best characterized as a single oral language construct in PK through 3rd grade. The implications for early identification and intervention are discussed.
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U2 - 10.1044/2017_JSLHR-L-16-0039
DO - 10.1044/2017_JSLHR-L-16-0039
M3 - Article
C2 - 28475679
AN - SCOPUS:85019694283
SN - 1092-4388
VL - 60
SP - 1273
EP - 1284
JO - Journal of Speech, Language, and Hearing Research
JF - Journal of Speech, Language, and Hearing Research
IS - 5
ER -