In a double mediation path model, RCR is associated with listening comprehension, which is associated with vocabulary, with the direct vocabulary-to-RCR effect fully mediated¶

Claim · All claims
Evidence · 1 study (2 entries) · associational r1–r2 · q2
Currency · newest study 2024 · checked against its sources 2026-10-23 (automated, 2 of 2 entries) · not reviewed by a person

Subclaims¶

q2 i? Listening comprehension was associated with RCR (β = 0.23, p = .024) and vocabulary was associated with listening comprehension (β = 0.27, p = .007). → Lefèvre 2024 q2 i? The direct effect of vocabulary on RCR was fully mediated by listening comprehension, but the indirect effect B*D was not significant (β = 0.06, p = .08). → Lefèvre 2024 (2)

Evidence¶

Lefèvre 2024¶

Lefèvre, E., Law, J. M., Prado, J., Anders, R., & Cavalli, E. (2024). Reading Comprehension Resiliency in Adolescents with and without Dyslexia relates to Vocabulary, Listening Comprehension and Socioeconomic Status. https://osf.io/fzyeh/?view_only=84fc51248a0d48ba9a505835e525efdc

q2 · i? · associational · r2

Path analysis (lavaan) on the merged sample of 95 adolescents testing the hypothesized double mediation model; model fit was excellent (X² = 0.02, p = .89; CFI = 1.00). The printed paths D and B were significant as quoted.

"RCR was associated with listening comprehension (D: β = 0.23, SE = 0.10, Z = 2.25, p = .024) which was itself associated with vocabulary (B: β = 0.27, SE = 0.10, Z = 2.68, p = .007)."

Lefèvre 2024 (2)¶

Lefèvre, E., Law, J. M., Prado, J., Anders, R., & Cavalli, E. (2024). Reading Comprehension Resiliency in Adolescents with and without Dyslexia relates to Vocabulary, Listening Comprehension and Socioeconomic Status. https://osf.io/fzyeh/?view_only=84fc51248a0d48ba9a505835e525efdc

q2 · i? · associational · r1

Same path analysis: the vocabulary-to-RCR direct path E' was fully mediated, and the specific indirect path B*D through listening comprehension did not reach significance (p = .08). Bootstrapped standard errors (n = 3000) replicated the initial results.

"The direct effect of vocabulary on RCR was fully mediated (E’: β = 0.19, SE = 0. 10, Z = 1.87, p = .06) by listening comprehension but the indirect effect, taking into account only vocabulary and listening comprehension, was not significant (B*D: β = 0.06, SE = 0.04, Z = 1.72, p = .08)."

Discussion¶

Learner Variables¶

• Auditory Processing — predictor: learners who differ on it differ in outcomes
• Oral Language — predictor: learners who differ on it differ in outcomes
• Vocabulary — predictor: learners who differ on it differ in outcomes

Related Claims¶

• SES is indirectly associated with listening comprehension through vocabulary, and has a significant total indirect effect on RCR — related
• Vocabulary mediates the association between academic self-efficacy and listening comprehension — related
• The indirect association between verbal short-term memory and listening comprehension through vocabulary just missed significance — related
• Verbal short-term memory and academic self-efficacy are positively associated with children's vocabulary — related
• Self-reported concentration was examined as a contributor to listening comprehension but did not emerge in the best-fitting model — related
• RCR is correlated with vocabulary and listening comprehension in the combined sample — related
• Vocabulary is positively associated with listening comprehension in upper elementary children (9-12 years) — related