Contributions of Oral Language Skills to Oral Text Production in Second Graders (Poster 26)

• In Event: AERA Poster Session Saturday 8:00 a.m.
  In Poster Session: Poster Session for the Special Interest Group "Research in Reading and Literacy" SIG 11

Abstract

This study examined the direct and indirect relations of children’s language and cognitive skills to oral text production. A total of 330 English-speaking second graders were assessed on working memory, attentional control, vocabulary, grammatical knowledge, knowledge-based inference, perspective taking, and comprehension monitoring, and oral text production. Oral text production was measured by picture description tasks, which were transcribed and coded for linguistic and discourse features. The results from structural equation models showed that domain-general cognitive skills and foundational language skills contributed to oral text production indirectly through higher-order cognitive skills, inference, in particular. These results highlight that language and cognitive skills underpin oral text production and that they have direct and indirect relations to oral text production.

Authors

• Minkyung Cho, Changwon National University

• Young-Suk Grace Kim, University of California - Irvine