The Contribution of Linguistic and Cognitive Measures to Listening Comprehension among Arabic-Speaking Kindergartners

Autor/in	Asadi, Ibrahim A.
Titel	The Contribution of Linguistic and Cognitive Measures to Listening Comprehension among Arabic-Speaking Kindergartners
Quelle	In: Literacy Research and Instruction, 59 (2020) 1, S.1-16 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1938-8071
DOI	10.1080/19388071.2019.1662143
Schlagwörter	Listening Comprehension; Cognitive Tests; Semitic Languages; Native Language; Reading Comprehension; Correlation; Kindergarten; Language Tests; Vocabulary Development; Syntax; Morphology (Languages); Short Term Memory; Cognitive Processes; Phonological Awareness; Intelligence Tests; Verbal Ability; Dialects; Preschool Children; Foreign Countries; Israel; Peabody Picture Vocabulary Test + Suchen Sie Ihr Suchwort? Hörverständnis; Kognitiver Fähigkeitstest; Arabisch; Hebräisch; Leseverstehen; Korrelation; Language test; Sprachtest; Wortschatzarbeit; Morphology; Morphologie; Kurzzeitgedächtnis; Cognitive process; Kognitiver Prozess; Intelligence test; Intelligenztest; Mündliche Leistung; Dialect; Dialekt; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Ausland
Abstract	Listening comprehension (LC) is considered an important but complex skill that predicts later reading comprehension in various languages. In this study, we aimed at understanding the relationship of LC with different linguistic and cognitive components. For this purpose, 262 Arabic-speaking kindergartners participated in this study. Our regression results showed that both linguistic and cognitive measures explained 53% of the variance in LC. Regarding the linguistic measures, while vocabulary, syntactic knowledge and morphological knowledge contributed significantly to LC, the phonological awareness contribution was not significant. As for the cognitive measures, both working memory and speed of processing were found to contribute significantly to LC whereas the contribution of speed of processing was marginal. Our findings are discussed in the light of previous findings in the literature. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01