Correlation of Cognitive and Linguistic Factors with Spoken Language Comprehension in Early Elementary Students

Abstract

Spoken language comprehension is essential for effective communication, as it allows individuals to participate in conversations, follow instructions, and engage in various social interactions. Children begin school with varying degrees of proficiency in spoken language comprehension. The aim of the present study was to examine the relationship between language comprehension and rapid automatized naming, phonological awareness, Raven’s Colored Progressive Matrices Test, vocabulary, and working memory. In addition, we examined what are the best predictors of spoken language comprehension. To achieve these aims we employed a cross-sectional correlational research design. The participants in the present study consisted of 77 first and second-grade students (40 boys and 37 girls) who were assessed on several linguistic and cognitive variables. The results of this study revealed that the best predictors of spoken language comprehension were non-verbal intellectual functioning and vocabulary. Interestingly, phonological processing
skills, rapid automatized naming, and working memory were not statistically significant predictors of language comprehension. However, working memory had an indirect effect on language comprehension mediated by non-verbal intellectual functioning. This research suggests that the most effective strategy to improve language comprehension skills should focus on vocabulary enhancement.