Listening Comprehension, Oral Expression, Reading Comprehension, and Written Expression: Related yet Unique Language Systems in Grades 1, 3, 5, and 7

Age-normed tests of listening comprehension, oral expression, reading comprehension, and written expression were administered in Grades 1 (n = 128), 3, and 5, or 3 (n = 113), 5, and 7. Confirmatory factor analyses compared 1- and 4-factor models at each grade level and supported a 4-factor model of...

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Published inJournal of educational psychology Vol. 102; no. 3; pp. 635 - 651
Main Authors Berninger, Virginia W, Abbott, Robert D
Format Journal Article
LanguageEnglish
Published United States American Psychological Association 01.08.2010
Subjects
Factor Analysis
Feedback (Response)
General Education
Gifted
Human Body
Hypothesis Testing
Individual Differences
Ipsative Measurement
Language Acquisition
Language Skills
Listening Comprehension
Literacy
Multiple Regression Analysis
Psychometrics
Reading Comprehension
Regular and Special Education Relationship
Special Education
Speech Communication
United States
Written Language
United States
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Summary:Age-normed tests of listening comprehension, oral expression, reading comprehension, and written expression were administered in Grades 1 (n = 128), 3, and 5, or 3 (n = 113), 5, and 7. Confirmatory factor analyses compared 1- and 4-factor models at each grade level and supported a 4-factor model of language by ear, mouth, eye, and hand. Multiple regressions identified which of the 3 other language skills explained unique variance in each of the 4 language skill outcomes and provided additional evidence that language is not a single skill. Individuals' ipsative scores (amount that the standard score for age on each language measure deviated from individual's mean for all 4 measures) showed that 25% to 30% of individuals showed relative strengths or weaknesses ([plus or minus]1 SD) in specific language skills, but only 7% were stable across Grades 3 and 5. Findings are discussed in reference to (a) theoretical implications for idea comprehension and expression via language by ear, mouth, eye, and hand; and (b) educational applications of observed developmental and individual differences for general, special, and gifted education. (Contains 2 footnotes and 12 tables.)
ISSN:0022-0663
1939-2176
DOI:10.1037/a0019319