What Is Listening Comprehension and What Does It Take to Improve Listening Comprehension?

Kim, Young‐Suk Grace; Pilcher, Heather

doi:10.1007/978-3-319-31235-4_10

Cited by 64 publications

(41 citation statements)

References 54 publications

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“…Thus, one way scholars have pushed on the original SVR framework is by investigating theoretical and empirical expansions of the SVR that include contributions of additional variables to reading comprehension beyond the original components (D and LC), such as background knowledge (Cromley & Azevedo, 2007; see also Kintsch, 2004), text characteristics (Francis, Kulesz, & Benoit, 2018), reading fluency (Tilstra, McMaster, van den Broek, Kendeou, & Rapp, 2009), and executive functions (EFs), both domain‐general (Locascio, Mahone, Eason, & Cutting, 2010) and reading‐specific (Cartwright, Lee, et al, 2020). Other expansions of the SVR have focused on unpacking the LC construct (Kieffer, Petscher, Proctor, & Silverman, 2016; Kim & Pilcher, 2016; LARRC, 2017), taking into account its multidimensionality and significance (e.g., Cervetti et al, 2020) by exploring the specific contributions of variables, such as inference making, perspective taking, and background knowledge to reading comprehension through LC (Kim, 2017, 2020).…”

Section: Svr: Its Simplicity Masks Complexity In Advancing the Science Of Readingmentioning

confidence: 99%

Beyond the Simple View of Reading: The Role of Executive Functions in Emergent Bilinguals’ and English Monolinguals’ Reading Comprehension

Barber¹,

Cartwright²,

Hancock³

et al. 2021

Reading Research Quarterly

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The simple view of reading describes reading as the product of decoding (D) and listening comprehension (LC). However, the simple view of reading has been challenged, and evidence has proved it to be too simple to explain the complexities of reading comprehension in the elementary school years. Hypotheses have been advanced that there are cognitive-linguistic factors that underlie the common variance between D and LC, which are malleable, although there is no clarity at this point regarding what these are. We propose that one such group of malleable cognitive factors is executive function (EF) skills. Further, we posit that EF skills play equally strong roles in explaining reading comprehension variance in emergent bilinguals and English monolinguals. We used multigroup structural equation modeling to determine the contribution of these constructs (D, LC, and EF) to reading comprehension in 425 emergent bilinguals and 302 English monolinguals in grades 2-4. The shared variance between D and LC was explained by direct and indirect effects in the models tested, with strong indirect effects for the EFs of cognitive flexibility and working memory through D and LC, respectively, for both language groups. The indirect effect of cognitive flexibility through LC on reading comprehension was considerably larger for emergent bilinguals than for English monolinguals. Considerations for a more nuanced view of the simple view of reading and its implications for practice are discussed. P ublic discourse surrounding the science of reading has emphasized the simple view of reading (SVR; Gough & Tunmer, 1986) as a guiding framework for research under the Reading for Understanding initiative in the last decade (e.g.,

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Section: Svr: Its Simplicity Masks Complexity In Advancing the Science Of Readingmentioning

confidence: 99%

Beyond the Simple View of Reading: The Role of Executive Functions in Emergent Bilinguals’ and English Monolinguals’ Reading Comprehension

Barber¹,

Cartwright²,

Hancock³

et al. 2021

Reading Research Quarterly

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“…Listening comprehension refers to the ability to comprehend spoken language verbalized in utterances (Kim and Pilcher, 2016). We draw from studies on English, an opaque orthography, where listening comprehension and oral language skills have been more widely studied.…”

Section: Multicomponential Approach For Assessing Reading and Readingmentioning

confidence: 99%

An Early Reading Assessment Battery for Multilingual Learners in Malaysia

Lee

Yusoff

et al. 2020

Front. Psychol.

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The aim of the study was to develop a new comprehensive reading assessment battery for multi-ethnic and multilingual learners in Malaysia. Using this assessment battery, we examined the reliability, validity, and dimensionality of the factors associated with reading difficulties/disabilities in the Malay language, a highly transparent alphabetic orthography. In order to further evaluate the reading assessment battery, we compared results from the assessment battery with those obtained from the Malaysian national screening instrument. In the study, 866 Grade 1 children from multi-ethnic and multilingual backgrounds from 11 government primary schools participated. The reading assessment battery comprised 13 assessments, namely, reading comprehension, spelling, listening comprehension, letter name knowledge, letter name fluency, rapid automatized naming, word reading accuracy, word reading efficiency, oral reading fluency, expressive vocabulary, receptive vocabulary, elision, and phonological memory. High reliability and validity were found for the assessments. An exploratory factor analysis yielded three main constructs: phonological-decoding, sublexical-fluency, and vocabulary-memory. Phonological-decoding was found to be the most reliable construct that distinguished between at-risk and non-at-risk children. Identifying these underlying factors will be useful for detecting children at-risk for developing reading difficulties in the Malay language. In addition, these results highlight the importance of including a range of reading and reading-related measures for the early diagnosis of reading difficulties in this highly transparent orthography.

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“…They make the acquisition of certain skills harder for L2 learners and require more intensive instruction over longer periods of time. Due to its complex nature and to the broad range of skills required for its mastery, discourse comprehension can be considered a large problem space (Kim & Pilcher, 2016) that inherently tends to inhibit interdependence. What the interdependence continuum hypothesis implies for sentence comprehension is not immediately clear.…”

Section: The Interdependence Continuum Hypothesismentioning

confidence: 99%

The Strength of Cross‐Language Interdependence for Listening Comprehension Proficiency in Turkish–Dutch Emergent Bilinguals: Testing Three Hypotheses

et al. 2020

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This study aimed to test three competing hypotheses concerning the strength of the cross-language relationship in listening comprehension proficiency in emergent bilinguals: Cummins's developmental linguistic interdependence hypothesis, Proctor, August, Snow, and Barr's interdependence continuum hypothesis, and Goodrich, Lonigan, Kleuver, and Farver's language independence hypothesis. We assessed 75 Turkish-Dutch bilingual children attending Dutch-medium schools using a two-wave design. This involved an assessment of sentence comprehension when the children were in preschool, followed by an assessment of their discourse comprehension in 1st grade. Correlational, multiple regression, and path analyses indicated significant positive and medium-sized L1-L2 relationships between listening comprehension proficiency at the two points in time yet not over time. These findings were consistent with the This research was supported financially by the Education Department of the City of Ghent, Belgium. We wish to thank all children, parents, and teachers who have made this investigation possible. We thank the three anonymous reviewers and Judit Kormos for their insightful and valuable suggestions. Special thanks go to

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What Is Listening Comprehension and What Does It Take to Improve Listening Comprehension?

Cited by 64 publications

References 54 publications

Beyond the Simple View of Reading: The Role of Executive Functions in Emergent Bilinguals’ and English Monolinguals’ Reading Comprehension

Beyond the Simple View of Reading: The Role of Executive Functions in Emergent Bilinguals’ and English Monolinguals’ Reading Comprehension

An Early Reading Assessment Battery for Multilingual Learners in Malaysia

The Strength of Cross‐Language Interdependence for Listening Comprehension Proficiency in Turkish–Dutch Emergent Bilinguals: Testing Three Hypotheses

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