Simple view of second language reading: A meta-analytic structural equation modeling approach

The present study aimed to systemically summarize the structural relationships among correlated components of second language (L2) reading comprehension to investigate the extent to which the two major components - language comprehension abilities and decoding skills - could account for reading comp...

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Bibliographic Details
Published in:Scientific studies of reading 2022-11, Vol.26 (6), p.585-603
Main Authors: Lee, Hansol, Jung, Geryong, Lee, Jang Ho
Format: Article
Language:English
Subjects:
Age Differences
Comprehension
Correlation
Decoding
Decoding (Reading)
Goodness of Fit
Instructional Effectiveness
Language
Language Proficiency
Meta Analysis
Native Language
Reading Comprehension
Reading Instruction
Reading Research
Reading Skills
Second Language Instruction
Second Language Learning
Second language reading
Second Languages
Structural equation modeling
Structural Equation Models
Teaching Methods
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Summary:The present study aimed to systemically summarize the structural relationships among correlated components of second language (L2) reading comprehension to investigate the extent to which the two major components - language comprehension abilities and decoding skills - could account for reading comprehension in L2 contexts in accordance with the model of Simple View of Reading. We used a meta-analytic structural equation modeling. This study included 81 samples (from 67 studies) including 10,526 participants, and the collected dataset successfully fitted the proposed model of Simple View of L2 Reading. L2 comprehension abilities and L2 decoding skills accounted for over 60% of the variation in L2 reading comprehension, with the former having a larger contribution. Considering age and L2 proficiency as moderator variables, it was revealed that L2 decoding skills played less important roles for more proficient and older learners, whereas L2 comprehension abilities maintained their importance across different ages and L2 proficiency levels. The moderators related to language differences between learners' first language and L2 did not show significant moderating effects. The study presented acceptable model fit indices for its models. Future studies can incorporate more pooled correlation coefficients and variables to investigate an effective instruction for L2 reading.
ISSN:1088-8438
1532-799X
DOI:10.1080/10888438.2022.2087526