Vocabulary is positively associated with listening comprehension in upper elementary children (9-12 years)¶

Claim · All claims
Evidence · 1 study · associational r2 · q3
Currency · newest study 2021 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Vocabulary was positively associated with children's listening comprehension in structural equation models of 442 upper elementary children. → E. de Bree 2021

Evidence¶

E. de Bree 2021¶

E. de Bree, M. Zee. (2021). The unique role of verbal memory, vocabulary, concentration and self-efficacy in children's listening comprehension in upper elementary grades. First Language. https://doi.org/10.1177/0142723720941680

q3 · i? · associational · r2

Structural equation modeling of concurrent measures in a sample of 442 upper elementary school children (9- to 12-year-olds) assessed oral text comprehension alongside vocabulary, memory, self-efficacy and concentration; the best-fitting model found "Vocabulary, in turn, was positively associated with children's listening comprehension."

"Vocabulary, in turn, was positively associated with children's listening comprehension."

Discussion¶

Related Claims¶

• Self-reported concentration was examined as a contributor to listening comprehension but did not emerge in the best-fitting model
• Verbal short-term memory and academic self-efficacy are positively associated with children's vocabulary
• The indirect association between verbal short-term memory and listening comprehension through vocabulary just missed significance — related
• Vocabulary mediates the association between academic self-efficacy and listening comprehension — related
• 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