Linguistic knowledge, processing speed and metacognitive knowledge in first and second language reading comprehension; a componential analysis.

By Amos J. S. van Gelderen, R. Schoonen, K. de Glopper, J. Hulstijn, Annegien Simis, Patrick Snellings, M. Stevenson. 2004

262 citations recorded by the source corpus.

Subfields: Cognitive Neuroscience, Developmental and Educational Psychology

View Paper: https://www.semanticscholar.org/paper/2b08d9105fab8544f0a3a316a2a6cdb3169e09b4

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In Cognitive Neuroscience

In Developmental and Educational Psychology

Citations in the corpus

Language Proficiency in Native and Nonnative Speakers: An Agenda for Research and Suggestions for Second-Language Assessment (2011, background): “…examined the componential structure of reading and writing skills in L1 Dutch and L2 English in 281 high school students (Schoonen et al., 2003; Van Gelderen et al., 2004), and the structure of speaking skills in 181 adult L2 learners of Dutch (De Jong, Steinel, Florijn, Schoonen, & Hulstijn,…”
The Relation of Morphological Awareness and Syntactic Awareness to Adults’ Reading Comprehension (2011, background): “…of Child Health and Human Development (NICHD) Early Child Care Research Network, 2005; Tunmer, Nesdale, & Wright, 1987), in the middle school years (Gelderen et al., 2004; Layton et al., 1998; Tyler & Nagy, 1990), and in high school and college (Gottardo, Siegel, & Stanovich, 1997; Landi, 2009;…”
The relative significance of syntactic knowledge and vocabulary breadth in the prediction of reading comprehension test performance (2007, methodology): “An additional measure for the assessment of lexical skill dimensions other than vocabulary breadth (e.g., Read, 1993; Qian, 1999) might also be illuminative, and syntax knowledge might be more validly estimated if methods other than MCQ are added (cf. van Gelderen et al., 2004).”
Q-Matrix Construction: Defining the Link Between Constructs and Test Items in Large-Scale Reading and Listening Comprehension Assessments (2009, background): “A line of inquiry that may inform this approach is research focusing on the relationships among L2 comprehension and component skills profiles (eg, van Gelderen et al, 2004 ; Sawaki & Sabatini, 2008 ; Schoonen, Hulstijn, & Bossers, 1998 ).”
The Percentage of Words Known in a Text and Reading Comprehension. (2011, background): “…and topic), and those concerning the reader (interest in topic, motivation, amount of exposure to print, purposes for reading, L1 reading ability, and inferencing ability) (Droop & Verhoeven, 2003; Grabe, 2009; van Gelderen et al., 2004; van Gelderen, Schoonen, Stoel, de Glopper, & Hulstijn 2007).”