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Language and cognitive predictors of text comprehension

Title: Language and cognitive predictors of text comprehension: Evidence from multivariate analysis.
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Name(s): Kim, Young-Suk, author
Type of Resource: text
Genre: Text
Date Issued: 2014-08-30
Physical Form: computer
online resource
Extent: 1 online resource
Language(s): English
Abstract/Description: We examined, using data from children in South Korea (N = 145, mean age = 6.08), how low level language and cognitive skills (vocabulary, syntactic knowledge, and working memory) and high level cognitive skills (comprehension monitoring and theory of mind [ToM]) are related to listening comprehension and whether listening comprehension and word reading mediate the relations of language and cognitive skills to reading comprehension. Low level skills predicted comprehension monitoring and ToM, which in turn predicted listening comprehension. Vocabulary and syntactic knowledge were also directly related to listening comprehension whereas working memory was indirectly related via comprehension monitoring and ToM. Listening comprehension and word reading completely mediated the relations of language and cognitive skills to reading comprehension.
Identifier: FSU_libsubv1_scholarship_submission_1460564930 (IID), 10.1111/cdev.12293 (DOI)
Keywords: Theory of mind, Listening comprehension, Reading comprehension, Text comprehension, Comprehension monitoring, Syntax, Vocabulary, Working memory
Preferred Citation: Kim, Y.-S. (2015). Language and cognitive predictors of text comprehension: Evidence from multivariate analysis. Child Development, 86, 128-144.
Persistent Link to This Record: http://purl.flvc.org/fsu/fd/FSU_libsubv1_scholarship_submission_1460564930
Owner Institution: FSU
Is Part Of: Child Development.
Issue: iss. 1, vol. 86

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Kim, Y. -S. (2014). Language and cognitive predictors of text comprehension: Evidence from multivariate analysis. Child Development. Retrieved from http://purl.flvc.org/fsu/fd/FSU_libsubv1_scholarship_submission_1460564930