We investigated the contributions of multiple strands of factors—individual characteristics (struggling reader status, working memory, vocabulary, grammatical knowledge, knowledge-based inference, theory of mind, comprehension monitoring), a text feature (narrative vs. expository genre), and question types (literal and inferential)—to one’s performance on discourse comprehension in oral language (listening comprehension), using data from 529 second graders. Results from explanatory item response models revealed that substantial variance in listening comprehension was attributable to differences between items, texts, and children, respectively. Narrative versus expository genre distinctions explained almost all of the variance attributable to text differences. In contrast, literal versus inferential question distinctions did not explain item responses after accounting for text and reading comprehension status. However, there was a moderation between struggling reader status and question type such that struggling readers had a slightly higher (2%) probability of getting inferential questions right compared to typically developing readers, after accounting for individual and text factors. Struggling readers have a lower probability of accurate item responses than typically developing readers, but the difference disappeared once language and cognitive skills (e.g., working memory, vocabulary) were taken into consideration. The effects of text genre and question type on item responses did not differ as a function of children’s language and cognitive skills. Overall, these results underscore the importance of considering individual, text, and assessment factors for children’s performance in listening comprehension.

我们调查了多种因素的贡献——个人特征（困难读者状态、工作记忆、词汇、语法知识、基于知识的推理、心理理论、理解监控）、文本特征（叙述性与说明性体裁），以及问题类型（文字和推论）——使用 529 名二年级学生的数据，评估一个人在口语话语理解（听力理解）方面的表现。解释性项目反应模型的结果表明，听力理解的巨大差异分别归因于项目、文本和儿童之间的差异。叙事体裁与说明文体裁的区别解释了几乎所有由文本差异引起的差异。相比之下，在考虑文本和阅读理解状态后，字面问题与推理问题的区别并不能解释项目的反应。然而，困难读者的状态和问题类型之间存在一定的调节，在考虑个人和文本因素后，与典型发展中的读者相比，困难读者正确回答推理问题的概率略高（2%）。与一般发展中的读者相比，有困难的读者做出准确项目反应的可能性较低，但一旦考虑到语言和认知技能（例如工作记忆、词汇），这种差异就消失了。文本类型和问题类型对项目反应的影响并不因儿童的语言和认知技能而有所不同。总体而言，这些结果强调了考虑个人、文本和评估因素对儿童听力理解表现的重要性。