Authors
Date (dd-mm-yyyy)
2016-08-31
Title
Reading comprehension level and development in native and language minority adolescent low achievers: Roles of linguistic and metacognitive knowledge and fluency
Journal
Reading and writing quarterly
Publication Year
2016-08-31
Document type
Article
Faculty
Faculty of Humanities (FGw)
Faculty of Social and Behavioural Sciences (FMG)
Institute
Amsterdam Center for Language and Communication (ACLC)
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.
URL
go to publisher's site
Permalink
https://hdl.handle.net/11245.1/50f2dfdd-0776-4283-8edc-dd6a8eff14f6