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ERIC Number: EJ1072873
Record Type: Journal
Publication Date: 2015
Pages: 41
Abstractor: As Provided
Reference Count: 94
ISBN: N/A
ISSN: ISSN-0270-2711
Investigating Predictors of Listening Comprehension in Third-, Seventh-, and Tenth-Grade Students: A Dominance Analysis Approach
Tighe, Elizabeth L.; Spencer, Mercedes; Schatschneider, Christopher
Reading Psychology, v36 n8 p700-740 2015
This study rank ordered the contributive importance of several predictors of listening comprehension for third, seventh, and tenth graders. Principal components analyses revealed that a three-factor solution with fluency, reasoning, and working memory components provided the best fit across grade levels. Dominance analyses indicated that fluency and reasoning were the strongest predictors of third-grade listening comprehension. Reasoning emerged as the strongest predictor of seventh- and tenth-grade listening comprehension. These findings suggest a shift in the contributive importance of predictors to listening comprehension across development (i.e., grade levels). The implications of our findings for educators and researchers are discussed.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 3; Primary Education; Elementary Education; Early Childhood Education; Grade 7; Junior High Schools; Middle Schools; Secondary Education; Grade 10; High Schools
Audience: N/A
Language: English
Sponsor: Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD) (NIH); Institute of Education Sciences (ED)
Authoring Institution: N/A
Identifiers - Location: Florida
Identifiers - Assessments and Surveys: Florida Comprehensive Assessment Test; Gray Oral Reading Test
IES Funded: Yes
Grant or Contract Numbers: HD052120; R305B04074; R305B090021