Linguistic Knowledge, Fluency and Meta-Cognitive Knowledge as Components of Reading Comprehension in Adolescent Low Achievers: Differences between Monolinguals and Bilinguals

Autor/inn/en	Trapman, Mirjam; van Gelderen, Amos; van Steensel, Roel; van Schooten, Erik; Hulstijn, Jan
Titel	Linguistic Knowledge, Fluency and Meta-Cognitive Knowledge as Components of Reading Comprehension in Adolescent Low Achievers: Differences between Monolinguals and Bilinguals
Quelle	In: Journal of Research in Reading, 37 (2014), (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0141-0423
DOI	10.1111/j.1467-9817.2012.01539.x
Schlagwörter	Foreign Countries; Comparative Analysis; Indo European Languages; Reading Comprehension; Low Achievement; Adolescents; Monolingualism; Bilingualism; Language Fluency; Metacognition; Netherlands + Suchen Sie Ihr Suchwort? Ausland; Indoeuropäisch; Leseverstehen; Unterdurchschnittliche Leistung; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Bilingualismus; Language skill; Language skills; Sprachkompetenz; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Niederlande
Abstract	In this study we investigate the role of linguistic knowledge, fluency and meta-cognitive knowledge in Dutch reading comprehension of monolingual and bilingual adolescent academic low achievers in the Netherlands. Results show that these components are substantially associated with reading comprehension. However, their role appears to be different for the monolingual and bilingual low achievers. There are interactions between knowledge and fluency components with membership of the monolingual or bilingual group of low achievers, indicating that knowledge is more important in explaining reading comprehension of bilinguals, whereas fluency is more important in explaining the monolinguals' reading comprehension. Explanations of this difference between monolingual and bilingual low achievers are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10