| Title: |
Linguistic Knowledge, Fluency and Meta-Cognitive Knowledge as Components of Reading Comprehension in Adolescent Low Achievers: Differences between Monolinguals and Bilinguals |
| Language: |
English |
| Authors: |
Trapman, Mirjam, van Gelderen, Amos, van Steensel, Roel, van Schooten, Erik, Hulstijn, Jan |
| Source: |
Journal of Research in Reading. Mar 2014 37:S3-S21. |
| Availability: |
Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA/ |
| Peer Reviewed: |
Y |
| Page Count: |
19 |
| Publication Date: |
2014 |
| Document Type: |
Journal Articles
Reports - Research |
| Descriptors: |
Foreign Countries, Comparative Analysis, Indo European Languages, Reading Comprehension, Low Achievement, Adolescents, Monolingualism, Bilingualism, Language Fluency, Metacognition |
| Geographic Terms: |
Netherlands |
| DOI: |
10.1111/j.1467-9817.2012.01539.x |
| ISSN: |
0141-0423 |
| Abstract: |
In this study we investigate the role of linguistic knowledge, fluency and meta-cognitive knowledge in Dutch reading comprehension of monolingual and bilingual adolescent academic low achievers in the Netherlands. Results show that these components are substantially associated with reading comprehension. However, their role appears to be different for the monolingual and bilingual low achievers. There are interactions between knowledge and fluency components with membership of the monolingual or bilingual group of low achievers, indicating that knowledge is more important in explaining reading comprehension of bilinguals, whereas fluency is more important in explaining the monolinguals' reading comprehension. Explanations of this difference between monolingual and bilingual low achievers are discussed. |
| Abstractor: |
As Provided |
| Entry Date: |
2014 |
| Accession Number: |
EJ1028649 |
| Database: |
ERIC |
|
Full text is not displayed to guests. |
Login for full access.
|
