Developmental Relations Between Listening and Reading Comprehension in Young Chinese Language Learners: A Longitudinal Study.

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ID: 281000
2021
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Abstract
The reciprocal influences between the development of Chinese-as-a-second-language (CSL) listening and reading comprehension among young learners in Hong Kong were evaluated using a 2-year, three-wave longitudinal design. A total of 129 senior primary CSL students were assessed using listening and reading comprehension tests at the end of grades 4, 5, and 6. An autoregressive, cross-lagged model was specified, and it accounted for a substantial portion of variance (more than 60%) in the two comprehension abilities by grades 5 and 6. Path analysis showed that the two comprehension abilities facilitated each other's development across the years: on controlling for their respective strong autoregressive effects, the two comprehension abilities predicted a unique, substantial variance portion of each other every year. In addition, based on previous studies conducted on readers of both alphabetic languages and Chinese, this study argues the following points: (1) the development of CSL students' reading comprehension is constrained by their listening comprehension, and (2) the acquisition of Chinese literacy skills may promote students' listening comprehension by enhancing their linguistic knowledge and awareness.
Reference Key
wong2021developmentaljournal Use this key to autocite in the manuscript while using SciMatic Manuscript Manager or Thesis Manager
Authors Wong, Yu Ka;
Journal Journal of psycholinguistic research
Year 2021
DOI
10.1007/s10936-018-9619-y
URL
Keywords
reading comprehension hong kong listening comprehension chinese as a second language developmental relations

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