Background: Research has demonstrated that distinct oral language skills contribute unique variance to text comprehension in students from second grade onward. This study examined these relationships for kindergarten students whose comprehension is often assumed to be determined by word decoding skills. Method: Eighty-eight kindergarten students…

This study investigated direct and indirect pathways from listening comprehension (LC) to reading comprehension (RC) via fluent word reading (FWR) in grades 1-3, and path equivalence across these grades. LC's total effects predicting RC range from 0.45 to 0.59 in grades 1-3, a stronger relationship than found in previous studies. Overall, LC's…

Oral language comprehension (OLC) and vocabulary depth are widely recognized as key predictors of reading comprehension. However, research has either provided a limited representation of OLC or failed to acknowledge the distinctive predictive nature of vocabulary depth. This study investigates the combined contributions of OLC, conceptualized as a…

This study investigates the applicability of the Simple View of Reading (SVR) framework for modeling the factors influencing reading success among Grade 2 children learning to read in Amharic (in an abugida script) in remote regions of Ethiopia. We used path and latent profile analyses to examine structural relationships between text decoding and…

Children with poor reading comprehension tend to have oral language weaknesses, suggesting that poor language in the early years is a proximal cause of later reading comprehension difficulties. Yet, longitudinal studies have not succeeded in reliably predicting which children go on to have comprehension weaknesses (CW), and evidence comprises…

Using machine learning, this research aimed to examine the crucial factors that predict the reading performance of fourth-grade students from Türkiye who participated in PIRLS 2021. When trained with the data of 3589 fourth-grade students and their 405 independent variables, the support vector machine (SVM) algorithm properly distinguished between…

Empirical research has systematically demonstrated the predictive role of reading, linguistic and metacognitive skills on reading comprehension performance. The study of the directionality of these relations and their relative contribution in the more advanced grades of primary school is an important aim for reading research, with practical…

Listening comprehension results are affected by various individual difference factors. This study aimed to examine the relationship between metacognitive awareness, listening anxiety, and EFL listening comprehension. To this end, data from the Metacognitive Awareness Listening Questionnaire (MALQ), Foreign Language Listening Anxiety Scale (FLLAS),…

Background: Research has suggested that background music can have a positive or negative effect that can influence the affective state of individuals. Although research has demonstrated that fear negatively influences our cognitive performance, there is a research gap in understanding the combined effects of different background music tempo and…

This longitudinal study investigated development of second language (L2) reading comprehension ability and predictive contributions of five L2 reading components (word recognition speed, listening comprehension, vocabulary breadth, grammar knowledge and first language [L1] reading comprehension) using latent growth curve modelling. The…

It is essential that students develop the skill of reading comprehension during their schooling, although it has been defined in various ways. The Programme for International Student Assessment indicates that a substantial proportion of students fail to develop sufficient reading skills during their schooling. While it is easy to understand the…

Research has indicated the importance of vocabulary knowledge and background knowledge in second/foreign language (L2) listening comprehension. However, previous studies treated these two factors separately, and no study has examined the simultaneous contribution of these two factors to L2 listening comprehension. Therefore, the aim of this study…

Using standardized tests such as paper-based TOEFL with three subtests for classroom assessment is restricted by the length of the test, which is usually longer than the class duration. Therefore, it is significant to be able to predict other subtests by conducting only one subtest. Therefore, the current study aimed to calculate prediction…

This study aims to explore the mediating role of principals' communication skills in the relationship between their sensemaking competencies and school effectiveness. The hypothesized model was tested with a correlational research design using Structural Equation Modeling. The stratified sample involved 648 Turkish teachers in the central…

The current study examines the role of gender, socioeconomic status, and region in predicting the reading comprehension of English as a Foreign Language (EFL) learners. Based on the relevant literature, three hypotheses have been formulated, which entail three independent variables (gender, socioeconomic status, and region) and the dependent…