The relationship between listening and reading comprehension of different types of text in primary school children
Abstract
The relationship between oral and reading comprehension has been studied by a number of studies and it has been found, especially in adult research, that there are significant and high correlations between the two types of comprehension. The aim of the present study was to examine oral and reading comprehension skills in relation to text type, either narrative or not. 136 children participated in the study from third and sixth grade of primary school. For different authentic texts were used to measure comprehension, three narrative and three non narrative. On of the narrative and on of the expository texts was given to both third and sixth grade children whereas on narrative and on expository text was given only to third graders and one narrative and one expository text was given only to sixth graders. All the children were examined in two narrative and two expository texts either in oral or reading comprehension. Children had to answer into 8 questions, 2 of them required information that could be found in a part of the text, three of them required bridging inferences and three of them required elaboration inferences. Results showed that differences between oral and reading comprehension are not constant and they depend on text type and question type. Keywords: reading comprehension, oral comprehension, narrative, expository text, inferences.
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Aidinis, A., & Daoula, E. (2016). The relationship between listening and reading comprehension of different types of text in primary school children. Preschool and Primary Education, 4(1), 101–127. https://doi.org/10.12681/ppej.239
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Primor, L, Pierce, M & Katzir, T. (2011). Predicting reading comprehension of
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Silva, M. & Cain, K. (2015). The relations between lower and higher level comprehension skills and their role in prediction of early reading comprehension. Journal of Educational Psychology, 107, 2, 321-331.
Smith, F. (1994). Understanding reading. Hillsdale: Lawrence Erlbaum Associates.
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Verhoeven, L & Van Leeuwe, J. (2008). Prediction of the development of reading
comprehension: A longitudinal study. Applied Cognitive Psychology, 22, 407-423.
Χαραλαμπόπουλος, Α. & Χατζησαββίδης, Σ. (1997). Η διδασκαλία της λειτουργικής
χρήσης της γλώσσας: θεωρία και πρακτική εφαρμογή. Θεσσαλονίκη: Κώδικας.
Zwaan, R. & Radvansky, G. (1998). Situation models in language comprehension and
memory. Psychological Bulletin, 123, ,2 162-185.
Beers, S. F. & Nagy, W. (2011). Writing development in four genres from grades
three to seven: syntactic complexity and genre differentiation. Reading and Writing: An Interdisciplinary Journal, 24, 183-202.
Best, R. Floyd, R. & McNamara, D., (2008). Differential competencies contributing to
children’s comprehension of narrative and expository texts. Reading Psychology, 29, 2, 137-164.
Bower-Crane, C. Snowling, M. Duff, F., Fieldsend, E., Carroll, J., Miles, J., Gotz, K.
& Hulme, C. (2008). Improving early literacy skills: differential effects of an oral language versus a phonology with reading intervention. Journal of Child Psychology and Psychiatry, 49, 4, 422-432.
Cain, K., Oakhill, J., & Bryant, P. (2004). Children’s reading comprehension ability:
Concurrent prediction by working memory, verbal ability, and component skills. Journal of Educational Psychology, 96: 31-42.
Catts, H., Adlof, S. & Ellis Weismer, S. (2006). Language deficits in poor
comprehenders: A case for the simple view of reading. Journal of Speech, Language, and Hearing research, 49, 2, 278-293.
Diakidoy I. A., Stylianou, P, Karefillidou C. & Papageorgiou, P. (2004). The
relationship between listening and reading comprehension of different types of text at increasing grade levels. Reading Psychology, 26, 1, 55-80.
Fayol, M. (2004). Text and cognition. In T. Nunes & P. Bryant (eds.), Handbook of
children’s literacy. Dordrecht: Kluwer.
Florit, E., Roch, M. & Levorata, C. (2011). Listening text comprehension of explicit
and implicit information in preschoolers: The role of verbal and inferential skills. Discourse Processes, 48, 119-138.
Garton, A.F. and Pratt, C. (1998) Learning to be Literate (2nd edn) Oxford: Blackwell.
Georgiou, G., Das, J.P. & Hayward, D. (2009). Revising the “simple view of reading”
in a group of children with poor reading comprehension. Journal of Learning Disabilities, 42, 1, 76-84.
Gernsbacher, M. A. , & Varner, K. R., & Faust, M. (1990). Investigating differences in general comprehension skill. Journal of Experimental Psychology: Learning, Memory, and Cognition, 16, 430-445.
Graesser, A. C., McNamara, D. S., & Louwerse, M. M. (2003). What do readers need to learn in order to process coherence relations in narrative and expository text? In A. P. Sweet, & C. E. Snow (Eds.), Rethinking reading comprehension (pp. 82-98). New York: Guilford.
Graesser, A., Singer, M. & Trabasso, T. (1994). Constructing inferences during
narrative text comprehension. Psychological Review, 101, ,3 371-395.
Hoover, W. A. & Gough, P. B. (1990). The simple view of reading. Reading and
Writing: An Interdisciplinary Journal, 2, 127-160.
Johnson-Laird, P.N. (1983). Mental models. Cambridge, MA: Harvard University Press.
Joshi, R.M. & Aaron, P.G. (2000). The component model of reading: Simple view of reading made a little more complex. Reading Psychology, 21, 85–97.
Kendeou, P., van den Broek, P., White, M. J. & Lynch, J. (2009). Predicting reading
comprehension in early elementary school: The independent contribution of oral language and decoding skills. Journal of Educational Psychology, 101, 4, 765-778.
Kendeou, P., Savage, R. & van den Broek, P. (2009). Revisiting the simple view of
reading. British Journal of Educational Psychology, 79, 353-370.
Kim, Y.-S. G., Park, C & Park, Y. (2015). Dimensions of discourse level oral language skills and their relation to reading comprehension and written composition: an exploratory study. Reading and Writing: An Interdisciplinary Journal, 28, 633-654.
Kim, Y. S., Wagner, R. & Foster, E. (2011). Relations among oral reading fluency,
silent reading fluency, and reading comprehension: A latent variable study of first-grade readers. Scientific Studies of reading, 15, 4, 338-362.
Kintsch, W.A. (1998). Comprehension: A paradigm for cognition. Cambridge: Cambridge University Press.
Kintsch, W. & Kintsch, E. (2005). Comprehension. In S. G. Paris & S.A. Stahl,
Children’s reading comprehension and assessment (pp. 71-102). Mahwah, NJ: Lawrence Erlbaum.
McNamara, D. S. & Kendeou, P. (2011). Translating advances in reading comprehension research to educational practice. International Electronic Journal of Elementary Education, 4(1), 33-46.
McNamara, D. S. & Magliano, J. (2009). Toward a comprehensive model of
comprehension. In B. H. Ross (eds), Psychology of learning and motivation, Volume 51, (pp. 297-384). Amsterdam: Elsevier.
Oakhill, J.V. & Cain, K. (2004). The development of comprehension skills. In T.
Nunes & P. Bryant (eds.), Handbook of children’s literacy. Dordrecht: Kluwer.
Oakhill, J., Cain, K & Bryant, P. (2003). The sissociation of word reading and text
comprehension: Evidence from component skills. Language and Cognitive Processes, 18, 4, 443-468.
Oakhill, J.V. and Cain, K. (1999) Problems in Text Comprehension: Current Perspectives and Recent Research. In Reitsma, P. and van Hoeven, L. (Eds). Problems and Interventions in Literacy Development. Dordrecht: Kluwer.
Palmer, J., MacLeod, C. M., Hunt, E., & Davidson, J. E. (1985). Information processing correlates of reading. Journal of Memory and Language, 24, 59-88.
Perfetti, C. (1999). Cognitive research and the misconceptions of reading education.
In J. Oakhill & R. Beard (eds.), Reading development and teaching of reading. Oxford: Blackwell.
Perfetti, C., Landi, N. & Oakhill, J. (2005). The acquisition of reading comprehension
skill. In M. Snowling & C. Hulme (eds), The science of reading: A Handbook. Oxford: Blackwell.
Priebe, S., Keenan, J. & Miller, A. (2012). How prior knowledge affects word
identification and comprehension. Reading and Writing : An Interdisciplinary Journal, 25, 131-149.
Primor, L, Pierce, M & Katzir, T. (2011). Predicting reading comprehension of
narrative and expository texts among Hebrew-speaking readers with and without a reading disability. Annals of Dyslexia, 61, 242-268.
Silva, M. & Cain, K. (2015). The relations between lower and higher level comprehension skills and their role in prediction of early reading comprehension. Journal of Educational Psychology, 107, 2, 321-331.
Smith, F. (1994). Understanding reading. Hillsdale: Lawrence Erlbaum Associates.
Stein, N. & Glenn, C. (1979). An analysis of story comprehension in elementary school children. In R. D. Freedle (Ed.), Advances in discourse processes: Vol. 2. New directions in discourse processing (pp. 53-119). Norwood, NJ: Albex.
Verhoeven, L & Van Leeuwe, J. (2008). Prediction of the development of reading
comprehension: A longitudinal study. Applied Cognitive Psychology, 22, 407-423.
Χαραλαμπόπουλος, Α. & Χατζησαββίδης, Σ. (1997). Η διδασκαλία της λειτουργικής
χρήσης της γλώσσας: θεωρία και πρακτική εφαρμογή. Θεσσαλονίκη: Κώδικας.
Zwaan, R. & Radvansky, G. (1998). Situation models in language comprehension and
memory. Psychological Bulletin, 123, ,2 162-185.
