Auditory word recognition, passive vocabulary and comprehension of oral expository texts in preschoolers

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datacite.alternateIdentifier.citationREVISTA SIGNOS,Vol.48,355-378,2015
datacite.alternateIdentifier.doi10.4067/S0718-09342015000300004
datacite.creatorRiffo, Bernardo
datacite.creatorReyes, Fernando
datacite.creatorCerda, Macarena
datacite.creatorCastro, Ginette
datacite.date2015
datacite.subject.englishDiscourse comprehension
datacite.subject.englishlanguage development
datacite.subject.englishvocabulary
datacite.titleAuditory word recognition, passive vocabulary and comprehension of oral expository texts in preschoolers
dc.date.accessioned2021-04-30T16:47:48Z
dc.date.available2021-04-30T16:47:48Z
dc.description.abstractThe relationship between vocabulary and memory, on the one hand, and comprehension of oral descriptive texts, on the other, is investigated in preschoolers. We hypothesized that lexical development and memory not only have a significant correlation with performance in comprehension, but these variables can also predict the performance at the discursive level. A study was conducted with 36 children (age range 4; 5 and 5; 7). Participants were tested in passive vocabulary, lexical discrimination, memory, and oral comprehension of descriptive texts developed ad hoc for this study. The results confirmed that both memory and the lexicon are significantly correlated with comprehension. In a regression analysis, however, only the lexicon (in the measures used) was a statistically significant predictor of text comprehension skills development. Taken together, the evidence supports those theoretical proposals that emphasize the role of vocabulary in the early development of discourse skills.
dc.identifier.urihttp://repositoriodigital.uct.cl/handle/10925/3531
dc.language.isoes
dc.publisherEDICIONES UNIV VALPARAISO
dc.sourceREVISTA SIGNOS
oaire.resourceTypeArticle
uct.catalogadorWOS
uct.indizacionSSCI
uct.indizacionAHCI
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