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This study examines the potential effect of vocabulary knowledge and syntactic awareness on Jordanian ninth grade students’ reading comprehension. The data were collected using pre-/postreading comprehension, vocabulary, and grammar tests and an interview. The findings reveal significant differences (at α ≤ 0.05) in the students’ reading comprehension scores on the posttest in favor of the experimental group. A number of implications and recommendations for future research are put forth.

Vocabulary Knowledge and Syntactic Awareness as Potential Catalysts for Reading Comprehension among Young Jordanian EFL Students