Findings indicated that L2 linguistic knowledge was pivotal in explaining L2 listening comprehension for passages of different lengths. A path analysis was used to examine multivariate relationships among variables. Participants were 193 Korean ninth-grade learners of English. This study investigated the effects of working memory capacity (WMC), first language (L1) syllogistic inferencing ability, and second-language (L2) linguistic knowledge on L2 listening comprehension for passages of different lengths. We provide recommendations and implications for future researchers and classroom teachers. Their reading comprehension deficits (Hedges’s g = −3.28) were also more severe than their oral language deficits (Hedges’s g = −0.95). Results revealed that students with SCD demonstrated deficits in oral language (i.e., vocabulary and listening comprehension) and reading comprehension, despite adequate decoding and fluency skills. In addition, to develop a reading profile for students with SCD, we performed a meta-analysis to quantify the characteristics of SCD by comparing their reading skills to those of skilled readers. From a systematic review of 32 studies, we found four predominant selection approaches for classifying students with SCD and a wide range of measurements of reading skills used to distinguish students with SCD from skilled readers. The primary goal of the present systematic review was to examine the criteria and measures used for assessing students with specific comprehension deficit (SCD), who have adequate decoding skills, but still perform poorly on reading comprehension assessments. Implications for the development of children’s listening comprehension are discussed. Taken together, the results give further support for the importance of theory of mind for listening comprehension but show that there are limited additional benefits of early theory of mind acquisition. However, longitudinal findings showed that earlier theory of mind in preschool (Time 1) did not have a direct effect on listening comprehension 22 months later instead, there was only an indirect effect of earlier theory of mind on later listening comprehension via concurrent theory of mind (Time 2). Concurrent findings at Time 2 showed theory of mind to have a direct effect on listening comprehension. Data were fitted to concurrent and longitudinal models of listening comprehension. In addition, at Time 2 listening comprehension, comprehension monitoring, and inference making measures were taken. A total of 147 children were tested on measures of theory of mind, working memory, vocabulary, and grammatical knowledge at Time 1 (mean age = 4 1 ) and Time 2 (mean age = 5 11). The aim of this study was to examine whether preschool theory of mind has a longitudinal direct effect on later listening comprehension over and above the effects of concurrent theory of mind. However, there is a lack of longitudinal evidence for a relationship between early theory of mind and later listening comprehension. Theory of mind has been shown to be important for listening comprehension for children at a range of ages. The findings of the present study indicate the important unique role of morphological awareness and the mediation of vocabulary knowledge in blind children's listening comprehension during the elementary school years. The study shows that (1) morphological awareness predicted listening comprehension in blind children directly (2) after children's age, working memory, rapid automatized naming, and phonological awareness controlled, vocabulary knowledge plays a mediating role in morphological awareness and listening comprehension. Through a mediation analysis following the bootstrapping procedures. The study that included measures of children's age, working memory, rapid automatized naming, phonological awareness, morphological awareness, vocabulary knowledge, and listening comprehension was administered to 142 Chinese-speaking blind children during the early elementary level (Grades 1 to 3) and late (Grades 4 to 6). For this reason, vocabulary knowledge may have a mediating role in morphological awareness and listening comprehension in blind children during the elementary school. There are strong correlations among syllables, morphemes, and orthographic representations in Chinese. Little research has focused on listening comprehension. Listening comprehension is particularly important in children without sight.
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