In:
Journal of Research in Reading, Wiley, Vol. 42, No. 2 ( 2019-05), p. 371-388
Abstract:
What is already known about this topic Knowledge of connectives significantly contributes to explaining variance in text comprehension for English speaking fifth graders and Dutch speaking eighth graders, over and beyond general vocabulary, reading fluency and (as tested for in the Dutch context only) metacognitive knowledge. The contribution of knowledge of connectives to variance explanation in text comprehension seems to depend on the readers' language background, as monolingual English fifth graders seem to benefit from their knowledge of connectives with regard to text comprehension to a greater extent than English language learners. However, this interaction between knowledge of connectives and language background was not replicated for the Dutch context. Similarly, metacognitive knowledge appears to influence the effect of knowledge of connectives on text comprehension. This proved to be true in the context of the Dutch language. Good metacognitive knowledge seems to promote the contribution of knowledge of connectives to text comprehension. What this paper adds This paper broadens research of knowledge of connectives' contribution to explaining variance in text comprehension by investigating a further language, namely, German. The contribution of knowledge of connectives to variance explanation in text comprehension is not significant for ninth graders reading a German narrative text when controlling for general vocabulary knowledge, reading fluency and knowledge of reading strategies and when not taking into account the interdependence with the readers' language background. With regard to the language background, German monolinguals appear to benefit from their knowledge of connectives with respect to text comprehension, whereas bilinguals do not. This is in line with findings from the English speaking context. A minimum language proficiency seems to be prerequisite for benefitting from one's knowledge of connectives in text comprehension. The interaction between knowledge of connectives and metacognitive knowledge, as proven to be significant in a Dutch context, could not be replicated by the present study. Implications for theory, policy or practice Teaching of connectives should be combined with imparting language knowledge required to understand the propositions that are to be linked, for example, general vocabulary knowledge. Merely knowing the meaning of connectives does not necessarily promote text comprehension. Hence, it seems beneficial to teach the meaning of connectives in bigger contexts rather than short sentences. Finally, it seems to be fundamental to call students' attention to first noticing and second using connectives when building their comprehension of longer texts, that is, students need to develop deep rather than superficial knowledge of connectives. This appears to be especially true for bilingual students.
Type of Medium:
Online Resource
ISSN:
0141-0423
,
1467-9817
DOI:
10.1111/1467-9817.12273
Language:
English
Publisher:
Wiley
Publication Date:
2019
detail.hit.zdb_id:
2028937-6
SSG:
7,11
SSG:
5,3
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