Morpho-syntactic knowledge seems particularly important, with children with better initial morpho-syntactic knowledge having better listening comprehension skills at the end of Year 1, even when accounting for their listening comprehension at the beginning of Year 1.<\/p>\n
Amount of\u00a0English input<\/strong>\u00a0was directly linked to vocabulary knowledge and to grammatical knowledge \u2013 morpho-syntax, and had an indirect effect on English listening comprehension.<\/p>\n In summary<\/u><\/p>\n Similarly to our results at Phase 1, a good knowledge of grammatical rules and a deep knowledge of words and their relationship both have a positive effect on the comprehension of an oral text from the beginning (Phase 1) to the end of Year 1 (Phase 2).<\/p>\n Amount of English input plays a crucial role in determining how many words children know \u2013 and how well \u2013 and how much they know about the grammatical rules of the language. These are language skills that, in turn, are directly linked to their ability to make sense of a story.<\/p>\n","protected":false},"excerpt":{"rendered":"![\"\"](\"https:\/\/research.reading.ac.uk\/bilingual-children\/wp-content\/uploads\/sites\/71\/Unorganized\/graph-Phase-2-300x190.png\")
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