![]() None of the other cognitive skills contributed significantly to reading or listening comprehension. Vocabulary and word reading fluency were found to be shared contributors to both reading and listening comprehension. Analyses revealed that reading comprehension explained 34% of the variance in listening comprehension, and listening comprehension 40% of reading comprehension. ![]() Reading and listening comprehension tasks with the same format were assessed in 85 second and third grade children. Lastly, the practice of using either listening comprehension or vocabulary as a proxy of general comprehension was investigated. Second, general and modality-unique subskills of reading and listening comprehension were sought by assessing the contributions of the foundational skills word reading fluency, vocabulary, memory, attention, and inhibition to both comprehension types. First, it was examined to what extent reading and listening comprehension comprise modality-specific, distinct skills or an overlapping, domain-general skill in terms of the amount of explained variance in one comprehension type by the opposite comprehension type. Both in comprehension theory and in educational practice, reading and listening comprehension are often seen as interchangeable, overlooking modality-specific aspects of them separately. This study aimed to increase our understanding on the relationship between reading and listening comprehension.
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