SES is indirectly associated with listening comprehension through vocabulary, and has a significant total indirect effect on RCR¶

Claim · All claims
Evidence · 1 study (2 entries) · associational r1–r2 · q2
Currency · newest study 2024 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Vocabulary was associated with SES (β = 0.34, p < .001), the direct SES-to-listening-comprehension effect was fully mediated, and the indirect effect A*B was significant (β = 0.09, p = .03). → Lefèvre 2024 q2 i? The total indirect effect of SES on RCR via all indirect paths was significant (β = 0.12, p = .012). → 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

Second mediation model within the path analysis on the merged sample: SES predicted vocabulary, and the SES-to-listening-comprehension association operated indirectly through vocabulary (A*B significant, p = .03).

"Vocabulary itself was associated with SES (A: β = 0.34, SE = 0.09, Z = 3.52, p < .001). The direct effect of SES on listening comprehension (C’: β = 0.16, SE = 0.10, Z = 1.56, p = .12) was fully mediated by vocabulary and the indirect effect was significant (A*B: β = 0.09, SE = 0.04, Z = 2.13, p = .03)."

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

The path analysis printed a significant total indirect effect of SES on the RCR index (β = 0.12, p = .012), which the authors interpret, following Hayes (2022), as an indirect association between SES and RCR.

"the total indirect effect ((ABD)+(CD)+(AE)), representing the pathway from SES to RCR via all possible indirect paths (i.e., mediations with vocabulary and listening comprehension variables), was significant (β = 0.12, SE = 0.05, Z = 2.53, p = .012)."

Discussion¶

Learner Variables¶

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

Related Claims¶

• 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 — related
• The RCR index is distinct from reading comprehension level: good comprehenders do not necessarily show high RCR — related
• The association between family SES and children's reading is partially mediated, statistically, in parallel by phonological awareness and vocabulary knowledge — related