Longitudinal Predictors of Listening Comprehension in Bilingual Primary School?Aged Children

Research on monolingual children has shown that listening comprehension is predicted by a range of language and cognitive skills; less known about predictors in bilingual the role input. This study presents longitudinal data English 100 between ages 5;8 6;8 years. The were tested three times their literal inferential stories. Vocabulary, morphosyntax, attention, memory included as alongside measure showed growth over time both questions global inference questions, with performance local inferences remaining stable time. Vocabulary depth morphological knowledge explained abilities all types but not growth; is, improved regardless initial vocabulary skills. input had mediated effect via depth, no direct effect.