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ERIC Number: EJ1145927
Record Type: Journal
Publication Date: 2017-May
Pages: 12
Abstractor: As Provided
ISSN: ISSN-1092-4388
Oral Language and Listening Comprehension: Same or Different Constructs?
Journal of Speech, Language, and Hearing Research, v60 n5 p1273-1284 May 2017
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. [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.]
American Speech-Language-Hearing Association. 2200 Research Blvd #250, Rockville, MD 20850. Tel: 301-296-5700; Fax: 301-296-8580; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED)
Authoring Institution: N/A
IES Funded: Yes
Grant or Contract Numbers: R305F100002