Roles of linguistic knowledge, metacognitive knowledge and processing speed in L3, L2 and L1 reading comprehension: a structural equation modeling approach

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 Dutch students for whom English is a second language(L2). An analogous analysis is made for their Dutch reading comprehension, Dutch 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). Using structural equation modeling, we determined the contribution of constituent skills to Dutch L2 and L1, and English L3 and L2 reading comprehension. The results showed that, despite differences between the two groups in Dutch 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.