TY - JOUR
T1 - Assessment and Integrated Model of Language Components
T2 - Implications for Basic and Special Education Services in Mexico
AU - Nieblas-Soto, Natalia
AU - Fraijo-Sing, Blanca Silvia
AU - Tapia Fonllem, César Octavio
AU - Moreno-Barahona, Melanie
N1 - Publisher Copyright:
© 2023 Natalia Nieblas-Soto, Blanca Fraijo-Sing, César Tapia Fonllem, Melanie Moreno-Barahona.
PY - 2023
Y1 - 2023
N2 - Language development is important in a person’s life because it is the basis for some learning processes; failure to achieve optimal levels of language development can result in problems related to reading. The present study had two main objectives: first, to assess the communication skills corresponding to the different language components, as well as their relationship with the literacy learning process in children; and second, to explain the relationship between oral communication skills, letter knowledge and reading ability. To achieve this goal, we examined reading ability, letter knowledge, and oral commu nication skills through three different instruments. We evaluated total of 121 children enrolled in three different elementary in Hermosillo, Mexico schools were evaluated. Among the findings, 54.5% of the participants scored less than one standard deviation below the mean in language development, indicating a possible delay in the reading skills. The results of our model also confirmed that reading ability is predicted by letter knowledge and oral communication skills. The model suggests that letter knowledge has an indirect effect on the relationship between oral communication skills and reading ability.
AB - Language development is important in a person’s life because it is the basis for some learning processes; failure to achieve optimal levels of language development can result in problems related to reading. The present study had two main objectives: first, to assess the communication skills corresponding to the different language components, as well as their relationship with the literacy learning process in children; and second, to explain the relationship between oral communication skills, letter knowledge and reading ability. To achieve this goal, we examined reading ability, letter knowledge, and oral commu nication skills through three different instruments. We evaluated total of 121 children enrolled in three different elementary in Hermosillo, Mexico schools were evaluated. Among the findings, 54.5% of the participants scored less than one standard deviation below the mean in language development, indicating a possible delay in the reading skills. The results of our model also confirmed that reading ability is predicted by letter knowledge and oral communication skills. The model suggests that letter knowledge has an indirect effect on the relationship between oral communication skills and reading ability.
KW - Assessment
KW - Language components
KW - Oral language skills
KW - Reading abilities
KW - Reading training
UR - http://www.scopus.com/inward/record.url?scp=85181741552&partnerID=8YFLogxK
U2 - 10.7358/ecps-2023-028-nieb
DO - 10.7358/ecps-2023-028-nieb
M3 - Artículo
AN - SCOPUS:85181741552
SN - 2037-7932
VL - 2023
SP - 191
EP - 205
JO - Journal of Educational, Cultural and Psychological Studies
JF - Journal of Educational, Cultural and Psychological Studies
IS - 28
ER -