We examined the dimensionality of oral discourse skills (comprehension and retell of texts) and the relations of language and cognitive skills to the identified dimensions. Data were from 529 English-speaking second graders (M_age = 7.42; 46% female; 52.6% Whites, 33.8% African Americans, 4.9% Hispanics, 4.7% two or more races, .8% Asian Americans, .6% American Indians, .2% Native Hawaiians, 2.5% unknown; data from 2014–2015 to 2016–2017). Confirmatory factor analysis revealed that oral discourse skills are best described as four related but dissociable dimensions of narrative comprehension, narrative retell, expository comprehension, and expository retell (rs = .59–.84). Language and cognitive skills had different patterns of relations to the identified dimensions and explained larger amounts of variance in comprehension than in retell.

中文翻译：

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口头话语技能：理解和复述叙述性和说明性文本的维度，以及语言和认知技能与已确定维度的关系

我们研究了口头话语技能（文本的理解和复述）的维度以及语言和认知技能与已确定维度的关系。数据来自 529 名讲英语的二年级学生（男性_年龄 = 7.42；46% 为女性；52.6% 白人，33.8% 非裔美国人，4.9% 西班牙裔，4.7% 两个或以上种族，0.8% 亚裔美国人，0.6% 美国印第安人） ，.2% 夏威夷原住民，2.5% 未知；数据来自 2014-2015 年至 2016-2017 年）。验证性因素分析显示，口头话语技能最好描述为四个相关但又可分离的维度：叙事理解、叙事复述、说明性理解和说明性复述（r s = .59–.84）。语言和认知技能与所确定的维度具有不同的关系模式，并且解释了理解中比复述中更大的差异。