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ERIC Number: EJ1163332
Record Type: Journal
Publication Date: 2017-Dec
Pages: 24
Abstractor: As Provided
ISSN: ISSN-0141-0423
Expository Text Comprehension in Secondary School: For Which Readers Does Knowledge of Connectives Contribute the Most?
Welie, Camille; Schoonen, Rob; Kuiken, Folkert; Bergh, Huub
Journal of Research in Reading, v40 suppl pS42-S65 Dec 2017
The present study examined whether knowledge of connectives contributes uniquely to expository text comprehension above and beyond reading fluency, general vocabulary knowledge and metacognitive knowledge. Furthermore, it was examined whether this contribution differs for readers with different language backgrounds or readers who vary in reading fluency, general vocabulary knowledge or metacognitive knowledge levels. Multilevel regression analyses revealed that knowledge of connectives explained individual differences in eighth graders' text comprehension (n = 171) on top of the variance accounted for by the control variables. Moreover, the contribution of knowledge of connectives to text comprehension depended on a reader's level of metacognitive knowledge: more metacognitive knowledge resulted in a larger association between knowledge of connectives and text comprehension. Reading fluency, vocabulary knowledge and language background did not interact with knowledge of connectives. Findings are interpreted in the context of the strategic use of connectives during expository text reading.
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Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Netherlands
Grant or Contract Numbers: N/A