Listening Comprehension, Word Reading, and Reading Comprehension: A Mediated Relationship That Changes Across Primary Years

• In Event: Becoming Literate: Cognitive and Social Processes of Learning to Read

Abstract

This study investigated direct and indirect pathways from listening comprehension (LC) to reading comprehension (RC) via fluent word reading (FWR) in grades 1-3, and path equivalence across these grades. LC’s total effects predicting RC range from .45 to .59 in grades 1-3, a stronger relationship than found in previous studies. Overall, LC’s indirect effect is strongest in Grade 1 and monotonically decreases across grades 2 and 3. In contrast, the direct effect of LC increases in its prediction of RC across grades. While FWR as a predictor of RC substantially decreases from grades 2 to 3, LC appears to mostly maintain its significant positive effect on FWR across grades. Implications for equitable education in the primary years are discussed.

Authors

• Jeanne Sinclair, Memorial University of Newfoundland

• Eric Saltsman, Memorial University of Newfoundland

• Ling Li, University of Prince Edward Island