Valentini, Alessandra and Serratrice, Ludovica (2022) Longitudinal predictors of listening comprehension in bilingual primary school-aged children. Language Learning, 73 (1). pp. 5-46. ISSN 0023-8333 (Print), 1467-9922 (Online) (doi:https://doi.org/10.1111/lang.12513)

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Abstract

Research on monolingual children has shown that listening comprehension is predicted by a range of language and cognitive skills; less is known about predictors of listening comprehension in bilingual children and about the role of language input. This study presents longitudinal data on predictors of English listening comprehension in 100 bilingual children between the ages of 5;8 and 6;8. Children were tested three times on their literal and inferential comprehension of stories. Vocabulary, morphosyntax, attention, and memory were included as predictors of listening comprehension alongside a measure of English input. Children showed growth over time in both literal and global inference questions, with performance on local inferences remaining stable over time. Vocabulary depth and morphological knowledge explained listening comprehension abilities in all types of questions, but not their growth. English input had a mediated effect on listening comprehension via morphological knowledge and vocabulary depth, but no direct effect.

Item Type:	Article
Uncontrolled Keywords:	listening comprehension; bilingualism; language acquisition
Subjects:	B Philosophy. Psychology. Religion > BF Psychology L Education > LB Theory and practice of education
Faculty / School / Research Centre / Research Group:	Faculty of Education, Health & Human Sciences Faculty of Education, Health & Human Sciences > Institute for Lifecourse Development Faculty of Education, Health & Human Sciences > Institute for Lifecourse Development > Centre for Thinking and Learning Faculty of Education, Health & Human Sciences > School of Human Sciences (HUM)
Last Modified:	11 Jul 2023 14:44
URI:	http://gala.gre.ac.uk/id/eprint/36667

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