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

dc.creatorRiffo, Bernardo
dc.creatorReyes, Fernando
dc.creatorCerda, Macarena
dc.creatorCastro, Ginette
dc.date2015
dc.date2021-04-30T16:47:48Z
dc.date2021-04-30T16:47:48Z
dc.date.accessioned2021-06-14T22:06:09Z
dc.date.available2021-06-14T22:06:09Z
dc.identifierREVISTA SIGNOS,Vol.48,355-378,2015
dc.identifierhttp://repositoriodigital.uct.cl/handle/10925/3531
dc.identifier10.4067/S0718-09342015000300004
dc.identifier.urihttp://repositorioslatinoamericanos.uchile.cl/handle/2250/3300545
dc.descriptionThe 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.languagees
dc.publisherEDICIONES UNIV VALPARAISO
dc.sourceREVISTA SIGNOS
dc.subjectDiscourse comprehension
dc.subjectlanguage development
dc.subjectvocabulary
dc.titleAuditory word recognition, passive vocabulary and comprehension of oral expository texts in preschoolers
dc.typeArticle


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