Research Article
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Examining The Prediction of Listening Comprehension Skills on Reading Comprehension Performances

Year 2017, Volume: 25 Issue: 6, 2369 - 2384, 15.11.2017

Abstract

This study aimed to examine the prediction of listening comprehension skills on reading

comprehension performances. Participants were 52 students from kindergarten classes. Their

listening comprehension abilities were tested when they were in kindergarten, then their

reading comprehension performances when they were at first grade. Two measures (Listening

Comprehension Test and Text Reading and Reading Comprehension Test) were used to evaluate

the participants’ listening comprehension and reading comprehension skills. All evaluation

sessions were carried out individually in a quiet room located in the school of the child. A

Linear Regression Analysis was used to analyze the data. Findings from the present study

indicated that listening comprehension skills were one of the significant predictors of reading

comprehension performance. All findings were discussed with reference to the contents and

processing procedure of both listening and reading comprehension skills.

References

  • Aarnoutse, C., Van Leeuwe, J., & Verhoeven, L. (2005). Early literacy from a longitudinal perspective. Educational Research and Evaluation, 11, 253-275.
  • Akoğlu, G., Ergül, C. & Duman, Y. (2014). Etkileşimli kitap okuma: Korunmaya muhtaç çocukların alıcı ve ifade edici dil becerilerine etkileri., İlköğretim Online, 13 (2), 622-639.
  • Bishop, D.V.M., Byers Brown, B. & Robson, J. (1990). The relationship between phoneme discrimination, speech production, and language comprehension in cerebral palsied individuals. Journal of Speech and Hearing Research 33, 210–219.
  • Bradley, L. ve Bryant, P. E. (1983). Categorizing sounds and learning to read: A causal connection. Nature, 301, 419- 421.
  • Bruning, R. H., Schraw, G. J., & Ronning, R. R. (1999). Cognitive psychology and instruction. Upper Saddle River, NJ: Prentice Hall.
  • Caravolas, M., Hulme, C. & Snowling, M. J. (2001). The foundations of spelling ability: Evidence from a 3-year longitudinal study. Journal of Memory and Language, 45, 751-774.
  • Catts, H.W., Fey, M.E., Zhang, X. & Tomblin, J.B. (1999). Language basis of reading and reading disabilities: Evidence from a longitudinal investigation. Scientific Studies of Reading 3, 331–361.
  • Cooper, D. H., Roth, F. P., Speece, D. L., & Schatschneider, C. (2002). The contribution of oral language skills to the development of phonological awareness. Applied Psycholinguistics, 23, 399–416.
  • Elbro, C. (1990). Differences in dyslexia. Copenhagen, Denmark: Munksgård.
  • Emiroğlu, S. & Pınar, F. (2013). Dinleme becerisinin diğer beceri alanları ile ilişkisi. International Periodical For the Languages, Literature and History of Turkish or Turkic, 8(4), 769-782.
  • Erdoğan, Ö. (2009). İlköğretim birinci sınıf öğrencilerinin fonolojik farkındalık becerileri ile okuma ve yazma becerileri arasındaki ilişki (Yayımlanmamış yüksek lisans tezi). Hacettepe Üniversitesi,A nkara.
  • Ergul, C., Akoglu, G., Sarica, A. D., Karaman, G., Tufan, M., Bahap Kudret, Z. & diğ. (2016, basımda). An adapted dialogic reading program for Turkish kindergarteners from low SES backgrounds. Kuram ve uygulamada Eğitim Bilimleri (KUYEB), Değerlendirme Aşamasında.
  • Ergül, C., Akoğlu, G., Sarıca, A.D, Tufan, M. & Karaman, G. (2015). Ana sınıflarında gerçekleştirilen birlikte kitap okuma etkinliklerinin “etkileşimli kitap okuma” bağlamında incelenmesi. Mersin Üniversitesi Eğitim Fakültesi Dergisi, 11(3),603-619. doi: 10.17860/efd.88429
  • Ergül, C., Karaman, G., Akoğlu, G., Tufan, M., Sarica, D. & Bahap Kudret, Z., (2014). Okul öncesi öğretmenlerinin “Erken Okuryazarlık” kavramına ilişkin bilgi düzeyleri ve sınıf uygulamaları. İlköğretim Online, 13(4), 1449-1472.
  • Fletcher, J., Lyon, R., Barnes, M., Stuebing, K., Frances, D., Olson, R., et al. (2002). Classification of learning disabilities: An evidenced-based evaluation. In R. Bradley & L. Danielson ( Eds.), Identification of learning disabilities: Research to practice ( pp. 185–250). Mahwah, NJ: Erlbaum.
  • Gernsbacher, M. A., Varner, K. R., & Faust, M. E. (1990). Investigating differences in general comprehension skill. Journal of Experimental Psychology: Learning, Memory, and Cognition, 16, 430–445.
  • Gough, P. B. & Tunmer, W. E. (1986). Decoding, reading and reading disability. Remedial and Special Education, 7, 6-10.
  • Gough, P. B., Hoover, W. A. & Peterson, C. L. (1996). Some observations on a simple view of reading. C. Cornoldi ve J. Oakhill, (Ed.), Reading comprehension difficulties: Processes and intervention içinde (1-13). Mahwah, NJ: Erlbaum.
  • Greene, B. E., & Lynch-Brown, C. (2002). Effects of teachers’ reading aloud styles on vocabulary acquisition and comprehension of students in the early elementary graders. Journal of Educational Psychology, 94, 465-474.
  • Güldenoğlu, B., Kargin, T., & Miller, P. (2015). Okuma güçlüğü olan ve olmayan öğrencilerin cümle anlama becerilerinin incelenmesi. Türk Psikoloji Dergisi, 30 (76), 82-96
  • Hagtvet, B.E. (1998). Preschool oral language competence and literacy development. In P. Reitsma & L. Verhoeven (eds.), Problems and interventions in literacy development (pp. 63–80). Dordrecht, The Netherlands: Kluwer Academic Publishers.
  • Hagtvet, B. E. (2003). Listening comprehension and reading comprehension in poor decoders: Evidence for the importance of syntactic and semantic skill as well as phonological skills. Reading and Writing: An Interdisciplinary Journal, 16, 505–539.
  • Hart, B., & Risley, T. (2003). The early catastrophe. American Educator, 27(4), 6-9.
  • Hoeks, J. C. J., Stowe, L. A. & Doedens, G. (2004). Seeing words in context: The interaction of lexical and sentence level information during reading. Cognition and Brain Research, 19(1), 59-73.
  • Hoien T., Lundberg, I., Stanovich, K. E. & Bjaalid, I. K. (1995). Components of phonological awareness. Reading and Writing, 7, 171-188.
  • Hoover, W. A. & Gough, P. B. (1990). The simple view of reading. Reading and Writing: An Interdisciplinary Journal, 2, 127-160.
  • Isbell, R., Sobol, J., Lindauer, L., & Lowrance, A. (2004). The effects of storytelling and story reading on the oral language complexity and story comprehension of young children. Early Childhood Education Journal, 32 (2), 157–163.
  • Kargın, T., Ergül, C., Büyüköztürk, Ş. & Güldenoğlu, B. (2015). Anasınıfı çocuklarına yönelik Erken Okuryazarlık Testi (EROT) geliştirme çalışması. Özel Eğitim Dergisi, 16(3), 237-268, doi: 10.1501/Ozlegt_0000000231
  • Kargın, T., Güldenoğlu, B. & Ergül, C. (2016). Anasınıfı çocuklarının erken okuryazarlık beceri profili: Ankara örneklemi. Özel Eğitim Dergisi, Değerlendirme Aşamasında.
  • Kendeou, P., Lynch, J., van den Broek, P., Espin, C., White, M.J. & Kremer, K. (2005). Developing successful readers: building early comprehension skills through television viewing and listening. Early Childhood Education Journal, 33( 2), 91-98. doi: 10.1007/s10643-005-0030-6
  • Lonigan C. J., Schatschneider C., & Westberg L. (2008). Developing early literacy: Report of the National Early Literacy Panel. In Identification of children’s skills and abilities linked to later outcomes in reading, writing, and spelling (pp. 55-106). Washington, DC: National Institue for Literacy
  • Mann, V.A., Shankweiler, D. & Smith, S.T. (1984). The association between comprehension of spoken sentences and early reading ability: The role of phonetic representation. Journal of Child Language 11, 627–643.
  • Nation, K. (2005). Children’s reading comprehension difficulties. M. J. Snowling ve C. Hulme, (Ed.), The science of reading: A handbook (248-266). Oxford: Blackwell Publishing.
  • Olofsson, A., & Niedersoe, J. (1999). Early language development and kindergarten phonological awareness as predictors of reading problems. Journal of Learning Disabilities, 32, 464–472.
  • Ouellette, G. P. (2006). What’s meaning got to do with it: The role of vocabulary in word reading and reading comprehension. Journal of Educational Psychology, 98, 554–566.
  • Scarborough, H. S. (1990). Very early language deficits in dyslexic children. Child Development, 61, 1728–1743.
  • Schatschneider, C., Fletcher, J. M., Francis, D. J., Carlson, C. D. & Foorman, B. R. (2004). Kindergarten prediction of reading skills: A longitudinal comparative analysis. Journal of Educational Psychology, 96, 265-282.
  • Share, D., Jorm, A., MacLean, R. & Mathews, R. (1984). Sources of individual differences in reading acquisition. Journal of Educational Psychology 76, 1309–1324.
  • Sinatra, G. M. (1990). Convergence of listening and reading processing. Reading Research Quarterly, 35, 115–130.
  • Snow, C. E., Tabors, P. O., Nicholson, P. E., & Kurland, B. F. (1995). SHELL: Oral language and early literacy in kindergarten and first-grade children. Journal of Research in Childhood Education, 10, 37–47.
  • Storch, A. S. ve Whitehurst, J. G. (2002). Oral language and code-related precursors to reading: Evidence from a longitudinal structural model. Developmental Psychology, 38, 934-947.
  • Tabachnick, B. G. & Fidell, L. S. (2001). Using multivariate statistics (4th ed.). Needham Heights, MA: Allyn & Bacon.
  • Torgesen, J. K., Wagner, R. K. & Rashotte, C. A. (1997). Prevention and remediation of severe reading disabilities: Keeping the end in mind. Scientific Studies of Reading, 1(3), 217-234.
  • Tunmer, W. E. (2008). Recent developments in reading intervention research: Introduction to special issue. Reading and Writing, 21, 299-316. doi: 10.1007/s11145-007- 9108-4.
  • Tunmer, W. & Greaney, K. (2010). Defining dyslexia. Journal of Learning Disabilities, 43(3), 229- 243. doi: 10.1177 /0022219409345009
  • Tunmer, W.E., Nesdale, A.R. & Wright, A.D. (1987). Syntactic awareness and reading acquisition. British Journal of Developmental Psychology 5, 25–34.
  • Verhoeven, L., & Leeuwe, J. V. (2008). Prediction of the development of reading comprehension: A longitudinal study. Applied Cognitive Psychology, 22, 407-423.
  • Wise, J., Sevcik, R., Morris, R., Lovett, M. & Wolf, M. (2007). The relationship among receptive and expressive vocabulary, listening comprehension, pre-reading skills, word ıdentification skills, and reading comprehension by children with reading disabilities. Journal of Speech, Language, and Hearing Research, 50, 1093–1109.

Dinlediğini Anlama Becerisinin Okuduğunu Anlama Üzerindeki Yordayıcılığının İncelenmesi

Year 2017, Volume: 25 Issue: 6, 2369 - 2384, 15.11.2017

Abstract

Bu çalışmanın genel amacı, okul öncesi dönemde sahip olunan dinlediğini anlama
becerisinin ilkokul birinci sınıftaki okuduğunu anlama üzerindeki yordayıcılığını incelemektir.
Araştırmaya, çalışmanın katılımcı seçim kriterlerini karşılayan 52 öğrenci dâhil edilmiştir.
Çalışma içerisinde öğrencilerin sahip oldukları dinlediğini anlama becerilerinin okuduğunu
anlama üzerindeki yordayıcılığını belirlemek için iki farklı değerlendirme aracı kullanılmıştır.
Bunlar; Dinlediğini Anlama Alt Testi ile Metin Okuma ve Okuduğunu Anlama Becerileri
Değerlendirme Aracı’dır. Araştırmanın verileri 15-20 dakikalık bireysel oturumlarda toplanmış
ve Basit Doğrusal Regresyon analizi kullanılarak analiz edilmiştir. Elde edilen bulgular,
dinlediğini anlama becerisinin okuduğunu anlamanın önemli bir yordayıcısı olduğunu
göstermiştir. Dinlediğini anlama ile okuduğunu anlama arasında elde edilen anlamlı ilişkiler,
bu becerilerin içerikleri ve işlemleme süreçleri temelinde ayrıntılı olarak tartışılmıştır.

References

  • Aarnoutse, C., Van Leeuwe, J., & Verhoeven, L. (2005). Early literacy from a longitudinal perspective. Educational Research and Evaluation, 11, 253-275.
  • Akoğlu, G., Ergül, C. & Duman, Y. (2014). Etkileşimli kitap okuma: Korunmaya muhtaç çocukların alıcı ve ifade edici dil becerilerine etkileri., İlköğretim Online, 13 (2), 622-639.
  • Bishop, D.V.M., Byers Brown, B. & Robson, J. (1990). The relationship between phoneme discrimination, speech production, and language comprehension in cerebral palsied individuals. Journal of Speech and Hearing Research 33, 210–219.
  • Bradley, L. ve Bryant, P. E. (1983). Categorizing sounds and learning to read: A causal connection. Nature, 301, 419- 421.
  • Bruning, R. H., Schraw, G. J., & Ronning, R. R. (1999). Cognitive psychology and instruction. Upper Saddle River, NJ: Prentice Hall.
  • Caravolas, M., Hulme, C. & Snowling, M. J. (2001). The foundations of spelling ability: Evidence from a 3-year longitudinal study. Journal of Memory and Language, 45, 751-774.
  • Catts, H.W., Fey, M.E., Zhang, X. & Tomblin, J.B. (1999). Language basis of reading and reading disabilities: Evidence from a longitudinal investigation. Scientific Studies of Reading 3, 331–361.
  • Cooper, D. H., Roth, F. P., Speece, D. L., & Schatschneider, C. (2002). The contribution of oral language skills to the development of phonological awareness. Applied Psycholinguistics, 23, 399–416.
  • Elbro, C. (1990). Differences in dyslexia. Copenhagen, Denmark: Munksgård.
  • Emiroğlu, S. & Pınar, F. (2013). Dinleme becerisinin diğer beceri alanları ile ilişkisi. International Periodical For the Languages, Literature and History of Turkish or Turkic, 8(4), 769-782.
  • Erdoğan, Ö. (2009). İlköğretim birinci sınıf öğrencilerinin fonolojik farkındalık becerileri ile okuma ve yazma becerileri arasındaki ilişki (Yayımlanmamış yüksek lisans tezi). Hacettepe Üniversitesi,A nkara.
  • Ergul, C., Akoglu, G., Sarica, A. D., Karaman, G., Tufan, M., Bahap Kudret, Z. & diğ. (2016, basımda). An adapted dialogic reading program for Turkish kindergarteners from low SES backgrounds. Kuram ve uygulamada Eğitim Bilimleri (KUYEB), Değerlendirme Aşamasında.
  • Ergül, C., Akoğlu, G., Sarıca, A.D, Tufan, M. & Karaman, G. (2015). Ana sınıflarında gerçekleştirilen birlikte kitap okuma etkinliklerinin “etkileşimli kitap okuma” bağlamında incelenmesi. Mersin Üniversitesi Eğitim Fakültesi Dergisi, 11(3),603-619. doi: 10.17860/efd.88429
  • Ergül, C., Karaman, G., Akoğlu, G., Tufan, M., Sarica, D. & Bahap Kudret, Z., (2014). Okul öncesi öğretmenlerinin “Erken Okuryazarlık” kavramına ilişkin bilgi düzeyleri ve sınıf uygulamaları. İlköğretim Online, 13(4), 1449-1472.
  • Fletcher, J., Lyon, R., Barnes, M., Stuebing, K., Frances, D., Olson, R., et al. (2002). Classification of learning disabilities: An evidenced-based evaluation. In R. Bradley & L. Danielson ( Eds.), Identification of learning disabilities: Research to practice ( pp. 185–250). Mahwah, NJ: Erlbaum.
  • Gernsbacher, M. A., Varner, K. R., & Faust, M. E. (1990). Investigating differences in general comprehension skill. Journal of Experimental Psychology: Learning, Memory, and Cognition, 16, 430–445.
  • Gough, P. B. & Tunmer, W. E. (1986). Decoding, reading and reading disability. Remedial and Special Education, 7, 6-10.
  • Gough, P. B., Hoover, W. A. & Peterson, C. L. (1996). Some observations on a simple view of reading. C. Cornoldi ve J. Oakhill, (Ed.), Reading comprehension difficulties: Processes and intervention içinde (1-13). Mahwah, NJ: Erlbaum.
  • Greene, B. E., & Lynch-Brown, C. (2002). Effects of teachers’ reading aloud styles on vocabulary acquisition and comprehension of students in the early elementary graders. Journal of Educational Psychology, 94, 465-474.
  • Güldenoğlu, B., Kargin, T., & Miller, P. (2015). Okuma güçlüğü olan ve olmayan öğrencilerin cümle anlama becerilerinin incelenmesi. Türk Psikoloji Dergisi, 30 (76), 82-96
  • Hagtvet, B.E. (1998). Preschool oral language competence and literacy development. In P. Reitsma & L. Verhoeven (eds.), Problems and interventions in literacy development (pp. 63–80). Dordrecht, The Netherlands: Kluwer Academic Publishers.
  • Hagtvet, B. E. (2003). Listening comprehension and reading comprehension in poor decoders: Evidence for the importance of syntactic and semantic skill as well as phonological skills. Reading and Writing: An Interdisciplinary Journal, 16, 505–539.
  • Hart, B., & Risley, T. (2003). The early catastrophe. American Educator, 27(4), 6-9.
  • Hoeks, J. C. J., Stowe, L. A. & Doedens, G. (2004). Seeing words in context: The interaction of lexical and sentence level information during reading. Cognition and Brain Research, 19(1), 59-73.
  • Hoien T., Lundberg, I., Stanovich, K. E. & Bjaalid, I. K. (1995). Components of phonological awareness. Reading and Writing, 7, 171-188.
  • Hoover, W. A. & Gough, P. B. (1990). The simple view of reading. Reading and Writing: An Interdisciplinary Journal, 2, 127-160.
  • Isbell, R., Sobol, J., Lindauer, L., & Lowrance, A. (2004). The effects of storytelling and story reading on the oral language complexity and story comprehension of young children. Early Childhood Education Journal, 32 (2), 157–163.
  • Kargın, T., Ergül, C., Büyüköztürk, Ş. & Güldenoğlu, B. (2015). Anasınıfı çocuklarına yönelik Erken Okuryazarlık Testi (EROT) geliştirme çalışması. Özel Eğitim Dergisi, 16(3), 237-268, doi: 10.1501/Ozlegt_0000000231
  • Kargın, T., Güldenoğlu, B. & Ergül, C. (2016). Anasınıfı çocuklarının erken okuryazarlık beceri profili: Ankara örneklemi. Özel Eğitim Dergisi, Değerlendirme Aşamasında.
  • Kendeou, P., Lynch, J., van den Broek, P., Espin, C., White, M.J. & Kremer, K. (2005). Developing successful readers: building early comprehension skills through television viewing and listening. Early Childhood Education Journal, 33( 2), 91-98. doi: 10.1007/s10643-005-0030-6
  • Lonigan C. J., Schatschneider C., & Westberg L. (2008). Developing early literacy: Report of the National Early Literacy Panel. In Identification of children’s skills and abilities linked to later outcomes in reading, writing, and spelling (pp. 55-106). Washington, DC: National Institue for Literacy
  • Mann, V.A., Shankweiler, D. & Smith, S.T. (1984). The association between comprehension of spoken sentences and early reading ability: The role of phonetic representation. Journal of Child Language 11, 627–643.
  • Nation, K. (2005). Children’s reading comprehension difficulties. M. J. Snowling ve C. Hulme, (Ed.), The science of reading: A handbook (248-266). Oxford: Blackwell Publishing.
  • Olofsson, A., & Niedersoe, J. (1999). Early language development and kindergarten phonological awareness as predictors of reading problems. Journal of Learning Disabilities, 32, 464–472.
  • Ouellette, G. P. (2006). What’s meaning got to do with it: The role of vocabulary in word reading and reading comprehension. Journal of Educational Psychology, 98, 554–566.
  • Scarborough, H. S. (1990). Very early language deficits in dyslexic children. Child Development, 61, 1728–1743.
  • Schatschneider, C., Fletcher, J. M., Francis, D. J., Carlson, C. D. & Foorman, B. R. (2004). Kindergarten prediction of reading skills: A longitudinal comparative analysis. Journal of Educational Psychology, 96, 265-282.
  • Share, D., Jorm, A., MacLean, R. & Mathews, R. (1984). Sources of individual differences in reading acquisition. Journal of Educational Psychology 76, 1309–1324.
  • Sinatra, G. M. (1990). Convergence of listening and reading processing. Reading Research Quarterly, 35, 115–130.
  • Snow, C. E., Tabors, P. O., Nicholson, P. E., & Kurland, B. F. (1995). SHELL: Oral language and early literacy in kindergarten and first-grade children. Journal of Research in Childhood Education, 10, 37–47.
  • Storch, A. S. ve Whitehurst, J. G. (2002). Oral language and code-related precursors to reading: Evidence from a longitudinal structural model. Developmental Psychology, 38, 934-947.
  • Tabachnick, B. G. & Fidell, L. S. (2001). Using multivariate statistics (4th ed.). Needham Heights, MA: Allyn & Bacon.
  • Torgesen, J. K., Wagner, R. K. & Rashotte, C. A. (1997). Prevention and remediation of severe reading disabilities: Keeping the end in mind. Scientific Studies of Reading, 1(3), 217-234.
  • Tunmer, W. E. (2008). Recent developments in reading intervention research: Introduction to special issue. Reading and Writing, 21, 299-316. doi: 10.1007/s11145-007- 9108-4.
  • Tunmer, W. & Greaney, K. (2010). Defining dyslexia. Journal of Learning Disabilities, 43(3), 229- 243. doi: 10.1177 /0022219409345009
  • Tunmer, W.E., Nesdale, A.R. & Wright, A.D. (1987). Syntactic awareness and reading acquisition. British Journal of Developmental Psychology 5, 25–34.
  • Verhoeven, L., & Leeuwe, J. V. (2008). Prediction of the development of reading comprehension: A longitudinal study. Applied Cognitive Psychology, 22, 407-423.
  • Wise, J., Sevcik, R., Morris, R., Lovett, M. & Wolf, M. (2007). The relationship among receptive and expressive vocabulary, listening comprehension, pre-reading skills, word ıdentification skills, and reading comprehension by children with reading disabilities. Journal of Speech, Language, and Hearing Research, 50, 1093–1109.
There are 48 citations in total.

Details

Subjects Studies on Education
Journal Section Review Article
Authors

Tevhide Kargın

Birkan Güldenoğlu This is me

Cevriye Ergül

Publication Date November 15, 2017
Published in Issue Year 2017 Volume: 25 Issue: 6

Cite

APA Kargın, T., Güldenoğlu, B., & Ergül, C. (2017). Examining The Prediction of Listening Comprehension Skills on Reading Comprehension Performances. Kastamonu Eğitim Dergisi, 25(6), 2369-2384.

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