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ERIC Number: EJ1142864
Record Type: Journal
Publication Date: 2017
Pages: 19
Abstractor: As Provided
ISSN: ISSN-1057-3569
Reading Comprehension Level and Development in Native and Language Minority Adolescent Low Achievers: Roles of Linguistic and Metacognitive Knowledge and Fluency
Trapman, Mirjam; van Gelderen, Amos; van Schooten, Erik; Hulstijn, Jan
Reading & Writing Quarterly, v33 n3 p239-257 2017
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.
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Publication Type: Journal Articles; Reports - Research
Education Level: Grade 7; Junior High Schools; Middle Schools; Elementary Education; Secondary Education; Grade 8; 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