Language Comprehension Research Articles (Page 1)

In Kenya, Kiswahili is both the national and official language. It is the most common language of interaction, hence a uniting force among the diverse cultures in the country. Considering its importance, to enhance Kiswahili teaching and learning, innovative and interactive instructional strategies are essential. Creative drama is recognized as an effective pedagogical tool in language education, fostering engagement, comprehension, and retention. Yet, no research has evaluated the effectiveness of creative drama techniques applied in the teaching and learning of the Kiswahili language. This study assessed the effectiveness of creative drama techniques in the teaching and learning of the Kiswahili language in public junior schools. It was conducted in public junior schools in Nambale Sub-County, Kenya. Anchored on Vygotsky’s Social Theory of Language Development, the study utilized a descriptive survey research design. It targeted all grade 7 learners and their teachers of Kiswahili from 63 junior schools. Of these schools, 180 learners and 18 teachers were sampled using a simple random sample technique from 18 junior schools. Additionally, 18 Kiswahili language lessons were purposively sampled for lesson observations. Data for the study were collected using a questionnaire for learners, an interview schedule for teachers, and a lesson observation schedule. Quantitative data were analysed descriptively, while qualitative data was analysed thematically. Findings revealed that creative drama positively impacted Kiswahili teaching and learning experiences, with activities like role-play, storytelling, and language games enhancing students' speaking and listening skills. To improve the teaching and learning of the Kiswahili language, the Ministry of Education and the Teachers Service Commission should prioritize the integration of creative drama into the curriculum while providing targeted professional development programmes and resources for teachers

Background The development of narrative abilities during early childhood forms the foundation for more complex language expression and comprehension later in life. This study employs a meta-analytic approach to systematically evaluate and infer the effects of interactive reading on young children’s narrative abilities. Methods Inclusion criteria for eligible studies were established. Electronic databases, including CNKI, Web of Science, ScienceDirect, SpringerLink, Taylor & Francis, Wiley, and ERIC, were systematically searched for experimental or quasi-experimental studies investigating the effects of interactive reading on young children’s narrative abilities. A moderator analysis was subsequently conducted to explore potential factors influencing the effectiveness of interactive reading interventions. Results A total of 25 studies ( k = 123 independent effect sizes; N = 2,886 participants) were included. Random-effects modeling revealed significant heterogeneity ( I 2 = 76.07%, p < 0.001). Key findings: (1) Interactive reading exerted a medium aggregate effect on narrative ability development [ g = 0.425, 95% CI (0.333, 0.518), p < 0.001], per Cohen’s benchmarks. (2) The effect on children’s narrative development was significantly moderated by the duration of the interactive reading intervention. (3) Incorporating peer sharing during interactive reading significantly enhanced the development of children’s narrative abilities. Conclusion Interactive reading has a positive intervention effect on children’s narrative abilities, and this effect is influenced by multiple moderating variables. This meta-analysis provides quantitative evidence supporting the role of interactive reading in promoting the development of children’s narrative abilities. Future meta-analyses could simultaneously include both preschool and school-age children to compare and analyze the intervention effects across different age groups. Systematic review registration doi: 10.37766/inplasy2025.10.0086 , INPLASY2025100086.

Background: Early cognitive abilities such as memory and executive function (EF) emerge rapidly in infancy and may provide a foundation for later language development. However, large-scale longitudinal evidence linking early cognition to subsequent receptive and expressive outcomes remains limited. Methods: Data were drawn from 6652 children in the Kids in Taiwan (KIT) longitudinal database. Hierarchical regression models tested whether memory and EF at 12 months predicted language comprehension and expression at 24 months, and whether cognition at 24 months predicted outcomes at 36 months, controlling for parental education, involvement, responsiveness, child gender, temperament, and previous language ability. All language variables were standardized to ensure comparability across ages and to minimize potential floor or ceiling effects. Results: Early memory consistently predicted receptive and expressive language at 24 and 36 months, whereas EF predicted expressive language at 24 months and both receptive and expressive language at 36 months. The overall inclusion of cognitive variables significantly increased model fit (all ΔFs, p < 0.001), indicating that early cognitive functioning contributes uniquely to subsequent language development beyond language stability. Conclusions: Findings from this large community-based Taiwanese cohort highlight the importance of early cognitive abilities in supporting subsequent language growth. Incorporating assessments of memory and EF into early developmental monitoring may help identify children who would benefit from enriched language experiences or targeted educational support. Integrating assessments of memory and EF into early developmental screening and intervention programs may enhance the early identification of children at risk for delayed language development and guide the design of play-based activities that strengthen cognitive foundations for language.

This research was motivated by the scarcity of Indonesian language teaching materials for foreign speakers (BIPA). The large interest of foreigners in learning Indonesian is still hampered by the lack of availability of BIPA teaching materials. This limited teaching material is an important problem that teachers often face in BIPA learning activities. Therefore, the development of BIPA teaching materials is urgently needed. The problems studied in this research are (1) characteristics of BIPA 1 teaching materials currently used in BIPA learning, (2) development of BIPA 1 teaching materials based on the Animaker application as alternative teaching materials in BIPA learning, (3) feasibility of developing BIPA teaching materials 1 based on the Animaker application in BIPA learning, and (4) the effectiveness of developing BIPA 1 teaching materials based on the Animaker application based on BIPA learners' understanding. This research uses a Research and Development (R&D) approach. This research uses three data collection techniques, namely observation, questionnaires, and documentation to obtain data on the needs for developing teaching materials and evaluating teaching material prototypes. The data sources consist of BIPA teachers, BIPA students and expert lecturers. Data analysis in this research uses descriptive qualitative which consists of data presentation and data conclusions. The results of this research are that BIPA students often feel bored and confused by teaching materials that are only presented in the form of textbooks and very short material. Therefore, teaching materials need to be developed in accordance with Widodo and Jasmadi's theory of teaching material characteristics so that they can support independent learning, deeper understanding, contextualization of material, increased motivation, comprehensive language skills, adaptation to technological developments, learning flexibility, and strengthening skills. grammar. The development of teaching materials through Animaker shows the dominance of changes in substantial and visual aspects, which shows a comparison of characteristics between original and developed teaching materials. The teaching materials developed are more interactive and communicative, so that they can reduce boredom, increase understanding of the material, and increase enthusiasm for learning Indonesian for students

This study investigated how decoding, oral language, cognitive, and code-related skills in both first language (L1) Filipino and second language (L2) English contributed to reading comprehension, both within and across languages, among 193 Grades 1-3 Filipino-English bilingual children in the Philippines. Within-language structural equation modeling analyses revealed that decoding and oral language directly contributed to reading comprehension in both L1 and L2. Cognitive skills and code-related skills contributed indirectly through their effects on oral language and decoding. Cross-linguistically, only decoding and oral language within each language directly contributed to reading comprehension in both L1 and L2. L1 decoding indirectly influenced L2 reading comprehension via L2 decoding. Similarly, L2 decoding influenced L1 reading comprehension indirectly through L1 decoding. These findings underscore the roles of decoding and oral language in early Filipino-English bilingual children's reading comprehension, with language proficiency determining possible cross-language transfer between L1 Filipino and L2 English. (PsycInfo Database Record (c) 2025 APA, all rights reserved).

The increasing popularity of Korean movies, especially those dubbed in English, has made a significant impact on Filipino television and viewers, particularly among pupils. This study aimed to explore the effects of English-dubbed Korean movies on the viewing comprehension of intermediate pupils. Specifically, it sought to assess the level of viewing comprehension, identify the positive and negative effects of Korean movies, and examine the cultural elements these movies present and their influence on comprehension. The researchers employed a Descriptive-Correlation design which surveyed 20 intermediate pupils who were shown three different genres of English-dubbed Korean movies. Following the screenings, the students completed a movie analysis questionnaire. The data were analyzed using Frequency and Percentages, as well as Chi-Square statistical tests to determine any significant relationships. The findings revealed that the socio-economic profiles of the respondents did not significantly relate to their viewing comprehension levels. Additionally, there was no significant correlation between the movie genres and the pupils' comprehension. The study recommends allowing sufficient time for further testing and suggests utilizing the private high school’s Audio-Visual Room to minimize distractions and enhance the viewing experience. This study contributes to the growing body of literature on media and education by highlighting how popular media, specifically English-dubbed Korean films, can serve as a tool for engaging students in language development and comprehension activities.

This study uses a research and development model (R&D) that aims to develop a literacy curriculum using activity-based learning, digital curriculum and spatial identity to enhance literacy skills of elementary students under the office of education, Chiang Mai municipality. The target groups include 235 elementary students, 12 elementary teachers and 34 Thai language teaching pre-service teachers. Data were collected in the academic year 2022-2023. The main tools used include a literacy curriculum, a literacy skills assessment test for participating students, a competency assessment form for designing learning activities of Thai language teaching pre-service teachers, a teaching management competency assessment form for teachers. For the data analysis, mean values, standard deviation, and T-test dependent are used. The research findings reveal that: Firstly, the literacy curriculum is composed of the following elements: 1) principles, 2) objectives, 3) activity organization in five stages including (1) the text comprehension stage, (2) vocabulary expansion stage, (3) profound sentence comprehension stage, (4) specialized reading proficiency stage, and (5) effective written communication stage, and 4) measurement and evaluation. Secondly, the outcomes of the use of the innovative literacy curriculum show that (1) the students exhibited significantly higher literacy skills after than before studying at a statistical significance level of 0.05, (2) the Thai language teaching pre-service teachers demonstrated a high level of competency for designing learning activities, and (3) the teachers showed a high level of learning management competency.

An exploratory study and new model of the role of implicit timing in sentence comprehension.

Age-related increased frontal activation in sentence comprehension reflects inefficiency, not compensation.

Predicting infant vocabulary from neural connectivity and maternal speech: A machine learning approach.

Argument role sensitivity in real-time sentence processing: Evidence from a hybrid comprehension and production task.

Language impairment in temporal lobe epilepsy: insights from a meta-analysis of fMRI studies.

Recalling sequences from memory can explain the distribution of recursive structures in natural languages.

ObjectiveRefugee and asylum-seeking (RAS) doctors benefit from specialised support to achieve medical registration, though there is limited published evidence from programmes supporting them. This study describes the outcomes of the Refugee and Asylum Seekers Centre for Healthcare Professionals Education (REACHE), a UK-based comprehensive language, clinical and professionalism skills training programme in supporting RAS doctors.DesignProspective cohort study.SettingSingle educational centre.Participants607 doctor learners admitted to the REACHE programme.Primary and secondary outcome measuresLearner characteristics, demographics and learning journeys (including duration studying and examination pass rates) and alumni outcomes (including registration, specialties obtained and practice locations).ResultsOf 607 doctor learners having entered the programme, 109 are currently on the programme and 498 are alumni. Learners took a median 1.3 years between arriving in the UK and contacting REACHE, with a median 6.4 years of prior clinical experience. Learners had high first-attempt pass rates (≥85%) for occupational language and clinical examinations required for registration. Of the alumni, 258 (51.8%) completed the programme (median time of 2.1 years) and achieved registration for practice and National Health Service employment. Of those who left before completion, who had access to 10 year post-programme scaffolded support, nearly one quarter (53 of 228; 23.2%) also achieved registration. 82 alumni are on specialty registers.ConclusionRetraining programmes such as REACHE can effectively support RAS doctor requalification, providing the UK medical workforce with experienced professionals. Improved referral pathways, sustainable funding and incorporation into government health workforce strategies are expected to strengthen already substantial achievements of programmes such as REACHE.

Interplay of semantic and phonological predictions in language comprehension: Insights from the visual world paradigm.

Abstract Lewy body diseases, including Parkinson’s disease and dementia with Lewy bodies, often involve mild cognitive impairment at diagnosis (mild cognitive impairment with Lewy bodies (MCI-LB). Language dysfunction in MCI-LB patients is often unrecognized. This study aimed to assess syntactic comprehension deficits in MCI-LB patients and to explore their neural correlates. A total of 25 MCI-LB patients (mean±sd: 72±5.6 years old, 10 women) and 25 healthy controls (HC, mean±sd: 66±4.0 years old, 12 women) performed task functional MRI Test of Sentence Comprehension (ToSC). Functional connectivity was analyzed using psychophysiological interaction (PPI) method, focusing on the striatum and language networks. MCI-LB patients had lower ToSC scores than HC (MCI-LB: 74.7±15.7, HC: 88.5±9.0, p<0.001) and their PPI analysis revealed decreased connectivity from the striatum to the cuneus, precuneus, and left supramarginal gyrus, and reduced connectivity particularly in the dorsal pathway during noncanonical (syntactically more complex) sentence processing. Taken together, in this cross-sectional study MCI-LB patients showed impaired sentence comprehension related to decreased subcortical-cortical and dorsal language network connectivity. Specific changes in frontotemporal connectivity in MCI-LB might be a promising indicator of language related cognitive impairment in these a-synucleinopathies.

It remains unclear as to how vocabulary contributes to reading comprehension in a second language (L2). This study aims to explore the specific roles of vocabulary in reading comprehension in children learning English as an L2 based on three theoretical perspectives. Namely, whether vocabulary should be considered as a subcomponent of language comprehension, an independent predictor of reading comprehension, or an indirect predictor of reading comprehension through decoding and listening comprehension? A total of 167 Grade 4 and 5 Chinese primary school English learners with a mean age of 9.96 years old in Hong Kong participated in this study, and they completed a series of English language tasks. The measurement models indicated that vocabulary was strongly associated with both decoding and listening comprehension, explaining above 65% of their variance. The results of structural equation modeling indicate that vocabulary substantially and indirectly contributed to reading comprehension (accounting for around 44% of its variance) through decoding and language comprehension. Theoretical and practical implications are discussed.

It remains unclear as to how vocabulary contributes to reading comprehension in a second language (L2). This study aims to explore the specific roles of vocabulary in reading comprehension in children learning English as an L2 based on three theoretical perspectives. Namely, whether vocabulary should be considered as a subcomponent of language comprehension, an independent predictor of reading comprehension, or an indirect predictor of reading comprehension through decoding and listening comprehension? A total of 167 Grade 4 and 5 Chinese primary school English learners with a mean age of 9.96 years old in Hong Kong participated in this study, and they completed a series of English language tasks. The measurement models indicated that vocabulary was strongly associated with both decoding and listening comprehension, explaining above 65% of their variance. The results of structural equation modeling indicate that vocabulary substantially and indirectly contributed to reading comprehension (accounting for around 44% of its variance) through decoding and language comprehension. Theoretical and practical implications are discussed.

The aim of this tutorial is to show how the rise of molecular technologies and analytical methods in human genetics yields exciting new ways to understand the biological foundations of spoken and written language. The focus is on complementary strategies capturing genetic variation of different kinds (rare gene disruptions and common DNA polymorphisms), discussing how these can be associated with developmental speech, language, and reading disorders as well as with interindividual differences in the general population. The first half of the tutorial discusses rare variants that are sufficient themselves to cause a severe speech and/or language disorder. This begins with lessons learned from studying FOXP2 disruptions that cause childhood apraxia of speech, accompanied by impaired language production and comprehension, before considering how genome or exome sequencing has uncovered pathogenic variants in an array of additional neurodevelopmental genes, including CHD3, DDX3X, KAT6A, SETBP1, SETD1A, WDR5, and ZFHX4. The second half of the tutorial covers the study of common DNA variants with individually tiny effect sizes, highlighting the challenges of robustly associating them with variability in language-related skills. Against this background, a shift from small candidate gene studies to large-scale genome-wide association study designs is transforming the landscape of the field, gaining leverage from team science approaches and personal genomics. The shift is illustrated with selected examples of recent studies of relevant quantitative measures and diagnostic status in many thousands of participants. This work demonstrates the dramatic impact genomic innovations are having on the language sciences and how molecular genetic approaches can address long-standing questions about neurobiology and the evolution of distinctive human traits. Potential translational consequences for speech or language pathology vary according to the types of DNA variation and will benefit from enhanced communication about the roles of genomics in clinical contexts.

One important distinction in the syntax literature is between agreement that is external to the nominal phrase and agreement that is internal to it (sometimes called concord). How this type of agreement impacts sentence processing, however, is not well understood. In this paper, we ask whether agreement errors are processed differently based on their internal vs. external status. We investigate this question in Russian, a Slavic language that has a rich morphological agreement system and flexible word order, allowing us to control for several confounds. Our results are not fully conclusive but do provide moderate evidence that processing of agreement is modulated by internal vs. external status. We measure real-time language processing using Mouse Tracking for Reading (MoTR), a new web-deployable measurement tool that has been argued to improve over previous methods (e.g., self-paced reading) but has so far been tested only in English, and never for agreement processing phenomena. We find that MoTR can successfully pick up differences in our factorized psycholinguistic experiment in Russian, validating MoTR as a reliable tool for investigating agreement (error) processing. A direct comparison with existing data collected using in-lab eye-tracking-while-reading with similar experimental materials (Fuchs et al., 2025) suggests MoTR data yields larger effect sizes than does eye-tracking data.