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ERIC Number: EJ1105881
Record Type: Journal
Publication Date: 2016-Aug
Pages: 18
Abstractor: As Provided
ISSN: ISSN-0141-0423
The Role of Word Decoding, Vocabulary Knowledge and Meta-Cognitive Knowledge in Monolingual and Bilingual Low-Achieving Adolescents' Reading Comprehension
van Steensel, Roel; Oostdam, Ron; van Gelderen, Amos; van Schooten, Erik
Journal of Research in Reading, v39 n3 p312-329 Aug 2016
In this study, we analysed the relationships between word decoding, vocabulary knowledge, meta-cognitive knowledge and reading comprehension in low-achieving adolescents and examined whether the strength of these relationships differed between Grade 7 and 9 students and between monolingual and bilingual students. Tests were administered to 328 students in Dutch prevocational education. Multilevel analyses showed positive effects of vocabulary and meta-cognitive knowledge on reading comprehension that were consistent across grades and across monolinguals and bilinguals. Additionally, we found a positive effect of word decoding for seventh graders, but no effect for ninth graders. There was also a positive effect of bilingualism on reading comprehension when vocabulary differences were controlled. This finding suggests that for bilingual students, reading comprehension is hampered by limited second-language vocabulary knowledge and that these students will profit more from an increase in vocabulary knowledge than their monolingual peers. The results underline the importance of vocabulary and meta-cognitive instruction for low-achieving adolescents.
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Publication Type: Journal Articles; Reports - Research
Education Level: Grade 7; Junior High Schools; Middle Schools; Elementary Education; Secondary Education; Grade 9; High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Netherlands
Grant or Contract Numbers: N/A