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 - Funding Information:
This paper was prepared by a Task Force of the Language and Reading Research Consortium (LARRC) consisting of Shelley Gray (Convener), Hugh Catts, Jessica Logan, and Jill Pentimonti. LARRC project sites and investigators are as follows: • Ohio State University (Columbus, OH): Laura M. Justice (Site PI), Richard Lomax, Ann O’Connell, Jill Pentimonti (now at American Institutes for Research), Stephen A. Petrill (LARRC co-investigator 2010-2013), and Shayne B. Piasta. • Arizona State University (Tempe, AZ): Shelley Gray (Site PI) and Maria Adelaida Restrepo. • Lancaster University (Lancaster, UK): Kate Cain (Site PI). • University of Kansas (Lawrence, KS): Hugh Catts (Site PI; now at Florida State University), Mindy Bridges, and Diane Nielsen. • University of Nebraska-Lincoln (Lincoln, NE): Tiffany Hogan (Site PI; now at MGH Institute of Health Professions), Jim Bovaird, and J. Ron Nelson (LARRC co-investigator 2010-2012). This work was supported by Grant R305F100002 from the U. S. Department of Education Institute of Education Sciences (awarded to Laura Justice, PI). We are deeply grateful to the numerous staff, research associates, school administrators, teachers, children, and families who participated. Key personnel at study sites include Lisa Baldwin-Skinner, Garey Berry, Beau Bevens, Jennifer Bostic, Shara Brinkley, Janet Capps, Beth Chandler, Lori Chleborad, Willa Cree, Dawn Davis, Michel Eltschinger, Kelly Farquharson, Tamarine Foreman, Rashaun Geter, Sara Gilliam, Miki Herman, Trudy Kuo, Gustavo Lujan, Junko Maekawa, Carol Mesa, Denise Meyer, Maria Moratto, Kimberly Murphy, Marcie Mutters, Amy Pratt, Trevor Rey, Amber Sherman, Shannon Tierney, and Stephanie Williams. The views presented in this work do not represent those of the federal government, nor do they endorse any products or findings presented herein.
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 -