Rob Schoonen|Jan H. Hulstijn|Bart Bossers
Metacognitive and Language?Specific Knowledge in Native and Foreign Language Reading Comprehension: An Empirical Study Among Dutch Students in Grades 6, 8 and 10
University of Amsterdam|National Institute for Education
article gives results study among 685 students grades 6 8 10 netherlands administered gradeappropriate measures reading comprehension vocabulary knowledge native language nl dutch well grades 8 10 english foreign language efl students answered questionnaire 4 components metacognitive knowledge reading aim explore relative contributions nl fl reading comprehension languagespecific predictor vocabulary knowledge general metacognitive knowledge results analyses covariance structure show metacognitive knowledge entirely implicated vocabulary knowledge older students grades 8 10 metacognitive knowledge appeared play significant role nl fl reading comprehension findings suggest educational setting investigated poorer students grades 6 8 spontaneously acquired metacognitive knowledge reading stand good chance profiting instruction type knowledge furthermore found evidence socalled threshold hypothesis according metacognitive knowledge reading strategies reading goals text characteristics cannot compensate lack languagespecific knowledge latter remains certain threshold level limited fl knowledge shortcircuits transfer reading skills fl