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ERIC Number: EJ915308
Record Type: Journal
Publication Date: 2011
Pages: 20
Abstractor: As Provided
Reference Count: 66
ISBN: N/A
ISSN: ISSN-0163-853X
Listening Text Comprehension of Explicit and Implicit Information in Preschoolers: The Role of Verbal and Inferential Skills
Florit, Elena; Roch, Maja; Levorato, M. Chiara
Discourse Processes: A Multidisciplinary Journal, v48 n2 p119-138 2011
According to multicomponent models (Oakhill & Cain, 2007a), text comprehension is a complex process that requires the processing of explicit (i.e., information presented in the text) and implicit information (i.e., information inferable from the text or from previous knowledge), and involves various components. This study investigated (a) preschoolers' understanding of explicit and implicit information in oral texts and (b) the role of verbal and inferential skills in the processing of explicit and implicit information. Two hundred twenty-one 4- to 6-year-olds were evaluated as to their listening text comprehension and the following components: receptive vocabulary, verbal intelligence, and inferential skills. Working memory was a control variable. Results showed that (a) explicit information was easier to process than implicit information; and (b) all the components considered, except receptive vocabulary, accounted for comprehension of both types of information, and their role was stable in the age range considered. (Contains 1 footnote and 3 tables.)
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: Early Childhood Education; Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Italy
Identifiers - Assessments and Surveys: Wechsler Preschool and Primary Scale of Intelligence; Woodcock Reading Mastery Test