Hogeschool van Amsterdam

Kenniscentrum Onderwijs en Opvoeding

The predictive value of word decoding, vocabulary knowledge, and metacognitive knowledge for low...

Artikel

The predictive value of word decoding, vocabulary knowledge, and metacognitive knowledge for low achieving adolescents’ reading comprehension: Interactions with age and L1/L2 status. 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.

Referentie

Van Steensel, R., Oostdam, R., Gelderen, A. van, & Schooten, E. van (2014). The predictive value of word decoding, vocabulary knowledge, and metacognitive knowledge for low achieving adolescents’ reading comprehension: Interactions with age and L1/L2 status. Journal of Research in Reading. (DOI 10.1111/1467-9817.12042)

22 december 2014