The Role of Word Decoding, Vocabulary Knowledge and Meta-Cognitive Knowledge in Monolingual and Bilingual Low-Achieving Adolescents' Reading Comprehension

Autor/inn/en	van Steensel, Roel; Oostdam, Ron; van Gelderen, Amos; van Schooten, Erik
Titel	The Role of Word Decoding, Vocabulary Knowledge and Meta-Cognitive Knowledge in Monolingual and Bilingual Low-Achieving Adolescents' Reading Comprehension
Quelle	In: Journal of Research in Reading, 39 (2016) 3, S.312-329 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0141-0423
DOI	10.1111/1467-9817.12042
Schlagwörter	Reading; Reading Instruction; Reading Comprehension; Grade 7; Grade 9; Decoding (Reading); Vocabulary; Vocabulary Development; Vocabulary Skills; Metacognition; Monolingualism; Bilingualism; Low Achievement; Adolescents; Bilingual Students; Tests; Second Language Learning; Second Language Instruction; Indo European Languages; Foreign Countries; Prevocational Education; Netherlands + Suchen Sie Ihr Suchwort? Leseprozess; Lesen; Leseunterricht; Leseverstehen; School year 07; 7. Schuljahr; Schuljahr 07; School year 09; 9. Schuljahr; Schuljahr 09; Dekodierung; Wortschatz; Wortschatzarbeit; Aktiver Wortschatz; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Bilingualismus; Unterdurchschnittliche Leistung; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Examination; Prüfung; Examen; Zweitsprachenerwerb; Fremdsprachenunterricht; Indoeuropäisch; Ausland; Enterprise education; Vorberufliche Bildung; Niederlande
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01