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Linguistic knowledge, fluency and meta‐cognitive knowledge as components of reading comprehension in adolescent low achievers: differences between monolinguals and bilinguals
Author(s) -
Trapman Mirjam,
Gelderen Amos,
Steensel Roel,
Schooten Erik,
Hulstijn Jan
Publication year - 2014
Publication title -
journal of research in reading
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.077
H-Index - 51
eISSN - 1467-9817
pISSN - 0141-0423
DOI - 10.1111/j.1467-9817.2012.01539.x
Subject(s) - fluency , psychology , reading comprehension , comprehension , reading (process) , cognition , neuroscience of multilingualism , linguistics , cognitive psychology , mathematics education , philosophy , neuroscience
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.