Narrative listening comprehension in Spanish-speaking children of 3 to 6 years old and the role of working memory, vocabulary, and processing speed
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Abstract
This study aimed to analyze the role of vocabulary knowledge, working memory, and processing speed in the listening comprehension of oral texts in 3- to 6-year-old Spanish-speaking children. A total of 165 children (55.76% girls; M = 4.64 years; SD = 1.07) participated in the study. Participants listened to three narrative texts and answered questions about their literal and inferential content, performed working memory tasks, a processing speed task, and a vocabulary test. ANOVA results revealed significant age-related differences across all tasks, with older children performing better than younger ones. Correlation analyses showed associations between comprehension, vocabulary, and working memory; the results suggest that these cognitive abilities are key contributors to oral narrative comprehension. The path analyses fulfilled indicated that the impact of age on comprehension is mediated by vocabulary and verbal working memory, while processing speed did not significantly influence comprehension. The results highlight the importance of supporting vocabulary development and working memory skills in early childhood education, as these are critical to enhancing comprehension abilities. In conclusion, the study demonstrates that individual differences in oral comprehension are primarily driven by vocabulary knowledge and working memory capacity, while processing speed plays a secondary role.
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