2012/08/23 by Selma Babayiğit · 79 citations
Neuroscience · Psychology · #Active listening #Communication #Comprehension #First language #Language assessment #Linguistics #Listening comprehension #Mathematics education #Neurobiology of Language and Bilingualism #Psychology #Reading (process) #Reading and Literacy Development #Reading comprehension #Second Language Acquisition and Learning #Vocabulary
paper · open access · doi:10.1111/j.1467-9817.2012.01538.x
published in Journal of Research in Reading 37(S1) (Wiley)
crossref issued 2012/08/23 · crossref published 2012/08/23 · crossref published-online 2012/08/23 · openalex publication_date 2012/08/23 · crossref created 2012/08/23 · crossref published-print 2014/03/01 · crossref deposited 2023/09/11 · openalex created_date 2025/10/10 · openalex updated_date 2026/08/05 · crossref indexed 2026/08/05
The study examined the role of oral language skills in reading comprehension and listening comprehension levels of 125 monolingual (L1) and bilingual (L2) English‐speaking learners ( M = 121.5 months, SD = 4.65) in England. All testing was conducted in English. The L1 learners outperformed their L2 peers on the measures of oral language and text comprehension, but the two groups performed at comparable levels on word‐reading accuracy and speed. Oral language, indexed by vocabulary and morphosyntactic skills, emerged as the most powerful unique predictor of both reading and listening comprehension levels. Although there was a tendency of oral language to be more strongly related to L2 reading comprehension, its relationship with listening comprehension was comparable across the two language groups. Finally, individual differences in oral language skills emerged as the primary factor that explained the language group differences in text comprehension levels. Educational implications of these findings were discussed.