Reading Comprehension Level and Development in Native and Language Minority Adolescent Low Achievers: Roles of Linguistic and Metacognitive Knowledge and Fluency
| Title: | Reading Comprehension Level and Development in Native and Language Minority Adolescent Low Achievers: Roles of Linguistic and Metacognitive Knowledge and Fluency |
|---|---|
| Language: | English |
| Authors: | Trapman, Mirjam, van Gelderen, Amos, van Schooten, Erik, Hulstijn, Jan |
| Source: | Reading & Writing Quarterly. 2017 33(3):239-257. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 19 |
| Publication Date: | 2017 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Grade 7 Junior High Schools Middle Schools Elementary Education Secondary Education Grade 8 Grade 9 High Schools |
| Descriptors: | Reading Comprehension, Reading Achievement, Adolescents, Low Achievement, Native Speakers, Second Language Learning, Grade 7, Grade 8, Grade 9, Foreign Countries, Knowledge Level, Metacognition, Reading Fluency, Predictor Variables, Correlation, Language Minorities, Secondary School Students, Longitudinal Studies, Reading Tests, Grammar, Questionnaires, Word Recognition, Sentences, Regression (Statistics) |
| Geographic Terms: | Netherlands |
| DOI: | 10.1080/10573569.2016.1183541 |
| ISSN: | 1057-3569 |
| Abstract: | In a longitudinal design, we measured 50 low-achieving adolescents' reading comprehension development from Grades 7 to 9. There were 24 native Dutch and 26 language minority students. In addition, we assessed the roles of (a) linguistic knowledge, (b) metacognitive knowledge, and (c) reading fluency in predicting both the level and growth of reading comprehension. Students improved in reading comprehension, the language minority students more so than the native Dutch students. We can explain the level of reading comprehension by linguistic and metacognitive knowledge, whereas most fluency-related predictors appeared to be of minor importance. We can hardly explain the growth in reading comprehension by the predictors. Nevertheless, we found a significant interaction indicating that growth in vocabulary explained growth in reading comprehension for the language minority students. This finding seems to suggest that language minority students profit from gains in vocabulary, more so than native students. |
| Abstractor: | As Provided |
| Number of References: | 74 |
| Entry Date: | 2017 |
| Accession Number: | EJ1142864 |
| Database: | ERIC |
| ISSN: | 1057-3569 |
|---|---|
| DOI: | 10.1080/10573569.2016.1183541 |
| Published in: | Reading & Writing Quarterly |
| Language: | English |