In this study the relative importance of linguistic knowledge, metacognitive knowledge, and fluency or accessibility of this linguistic knowledge in both first language (L1; Dutch) and second language (L2; English)

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The authors report results of a study into the role of components of first-language (L1; Dutch) and second-language (L2; English) reading comprehension. Differences in the contributions of components of L1 and L2 reading comprehension are analyzed, in particular processing speed in L1 and L2. Findings indicate that regression weights of the L1 and L2 components are different. Although correlations between most processing speed components and reading comprehension are substantial, there are no unique contributions to the explanation of either L1 or L2 reading comprehension when linguistic and metacognitive knowledge are accounted for. In addition, L1 reading comprehension is shown to have a large contribution to L2 reading comprehension, supporting theories of L1-L2 transfer of reading skills. Results are discussed from a developmental perspective.Empirical reading research is often directed toward the role of underlying skill components, such as word and sentence decoding, vocabulary and grammar knowledge, and strategic reading skills. There is debate on the relative importance of such components of skilled reading comprehension. In theories of first-language (L1) reading, the role of lower order reading processes for higher order text comprehension has received considerable attention (cf. ). Lower order processes refer to the level of letter and word recognition, whereas higher order processes refer to comprehension of the content of text. Most researchers agree with the view expressed by Gough and Tunmer (1986) that efficient word recognition processes are necessary but not sufficient for the successful execution of reading tasks. They are necessary because they allow the reader to allocate optimal attention to the interpretation of meanings communicated in the text. They are not sufficient because text comprehension comprises other components as well, such as world and topic knowledge, knowledge of conceptual schemas (e.g., means-end relationships), metacognitive skills, and strategic skills.In theories of second-language (L2) reading, the relation between efficient lower order processing and higher order reading comprehension has also been a point of contention (cf.

In this article we present an analysis of the relationship between L3 reading comprehension and its constituent skills for bilingual Dutch students for whom English is a third language (L3) compared to monolingual D utch students for whom English is a second language (L2). An analogous analysis is made for their D utch reading comprehension, D utch being their L2 and L1 respectively. Participants are 13/ 14 year-old secondary school students. The point of departure in the analyses is a regression model in which reading proficiency is decomposed into three types of constituent components: linguistic knowledge (vocabulary and grammar), speed of processing linguistic knowledge (lexical access and sentence comprehension ), and metacognitive knowledge (of text characteristics and strategies for reading and writing). U sing structural equation mo deling, we determined the contribution of constituent skills to D utch L2 and L1, and English L3 and L2 reading comprehension. The results showed that, despite differences between the two groups in D utch and English reading comprehension, no differences between the groups were found in the pattern of regression weights on the three types of constituent skills. Possible implications of these findings are discussed.

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