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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
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.
Keywords
Theory of mind, Listening comprehension, Reading comprehension, Text comprehension, Comprehension monitoring, Syntax, Vocabulary, Working memory
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
