NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ935819
Record Type: Journal
Publication Date: 2011-Sep
Pages: 20
Abstractor: As Provided
Reference Count: 62
ISBN: N/A
ISSN: ISSN-0922-4777
Investigating the Contributions of Background Knowledge and Reading Comprehension Strategies to L2 Reading Comprehension: An Exploratory Study
McNeil, Levi
Reading and Writing: An Interdisciplinary Journal, v24 n8 p883-902 Sep 2011
While a number of studies have investigated the influence of background knowledge and reading comprehension strategies on comprehension, no L2 research exists examining and comparing the unique contributions of these two variables examined together. Therefore, the purpose of this exploratory study was to investigate the combined and individual contributions of background knowledge and reading comprehension strategies to reading comprehension. Data collected from 20 university-level English language learners were analyzed using regression analyses. The results indicated that background knowledge and reading comprehension strategies, operationalized as self-questioning, combined to account for a significant portion of variance in reading comprehension scores, with self-questioning being a stronger predictor of reading comprehension than background knowledge.
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A