Loading…
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...
Saved in:
Published in: | Scientific studies of reading 2022-11, Vol.26 (6), p.585-603 |
---|---|
Main Authors: | , , |
Format: | Article |
Language: | English |
Subjects: | |
Citations: | Items that this one cites Items that cite this one |
Online Access: | Get full text |
Tags: |
Add Tag
No Tags, Be the first to tag this record!
|
cited_by | cdi_FETCH-LOGICAL-c323t-e3516c25ef6214d8b5527ecac5cb136b528aeddea4adc2371312c3b637611b403 |
---|---|
cites | cdi_FETCH-LOGICAL-c323t-e3516c25ef6214d8b5527ecac5cb136b528aeddea4adc2371312c3b637611b403 |
container_end_page | 603 |
container_issue | 6 |
container_start_page | 585 |
container_title | Scientific studies of reading |
container_volume | 26 |
creator | Lee, Hansol Jung, Geryong Lee, Jang Ho |
description | 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. |
doi_str_mv | 10.1080/10888438.2022.2087526 |
format | article |
fullrecord | <record><control><sourceid>proquest_cross</sourceid><recordid>TN_cdi_crossref_primary_10_1080_10888438_2022_2087526</recordid><sourceformat>XML</sourceformat><sourcesystem>PC</sourcesystem><ericid>EJ1370515</ericid><sourcerecordid>2724774555</sourcerecordid><originalsourceid>FETCH-LOGICAL-c323t-e3516c25ef6214d8b5527ecac5cb136b528aeddea4adc2371312c3b637611b403</originalsourceid><addsrcrecordid>eNp9kFtLxDAQhYsoeP0JQsDnrrk0TdcnZVlvLPiggi8Spul0jbTNmrTK_ntTqj76MjMw35kznCQ5ZXTGaEHPYymKTBQzTjmPpVCS5zvJAZOCp2o-f9mNc2TSEdpPDkN4p5RyMWcHyeujbTcNkk-LX8TVJKBxXUUa6NYDrJF4hMp26wtyRVrsIYUOmm1vDQm9H0w_eGgIfgzQW9eR1lXYRJrAZuMdmLfjZK-GJuDJTz9Knq-XT4vbdPVwc7e4WqVGcNGnKCTLDZdY55xlVVFKyRUaMNKUTOSl5AVgVSFkUBkuFBOMG1HmQuWMlRkVR8nZdDfafgwYev3uBh9fDZornimVSSkjJSfKeBeCx1pvvG3BbzWjekxS_yapxyT1T5JRdzrp0Fvzp1neM6GoZOPdy2lvu9r5Fr6cbyrdw7ZxvvbQGRu0-N_iG7SMhGs</addsrcrecordid><sourcetype>Aggregation Database</sourcetype><iscdi>true</iscdi><recordtype>article</recordtype><pqid>2724774555</pqid></control><display><type>article</type><title>Simple view of second language reading: A meta-analytic structural equation modeling approach</title><source>Taylor & Francis</source><source>ERIC</source><source>Linguistics and Language Behavior Abstracts (LLBA)</source><creator>Lee, Hansol ; Jung, Geryong ; Lee, Jang Ho</creator><creatorcontrib>Lee, Hansol ; Jung, Geryong ; Lee, Jang Ho</creatorcontrib><description>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.</description><identifier>ISSN: 1088-8438</identifier><identifier>EISSN: 1532-799X</identifier><identifier>DOI: 10.1080/10888438.2022.2087526</identifier><language>eng</language><publisher>Philadelphia: Routledge</publisher><subject>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</subject><ispartof>Scientific studies of reading, 2022-11, Vol.26 (6), p.585-603</ispartof><rights>2022 Society for the Scientific Study of Reading 2022</rights><rights>2022 Society for the Scientific Study of Reading</rights><lds50>peer_reviewed</lds50><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c323t-e3516c25ef6214d8b5527ecac5cb136b528aeddea4adc2371312c3b637611b403</citedby><cites>FETCH-LOGICAL-c323t-e3516c25ef6214d8b5527ecac5cb136b528aeddea4adc2371312c3b637611b403</cites><orcidid>0000-0001-7398-4205 ; 0000-0002-6912-7128 ; 0000-0003-2767-3881</orcidid></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><link.rule.ids>314,780,784,27924,27925,31269</link.rule.ids><backlink>$$Uhttp://eric.ed.gov/ERICWebPortal/detail?accno=EJ1370515$$DView record in ERIC$$Hfree_for_read</backlink></links><search><creatorcontrib>Lee, Hansol</creatorcontrib><creatorcontrib>Jung, Geryong</creatorcontrib><creatorcontrib>Lee, Jang Ho</creatorcontrib><title>Simple view of second language reading: A meta-analytic structural equation modeling approach</title><title>Scientific studies of reading</title><description>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.</description><subject>Age Differences</subject><subject>Comprehension</subject><subject>Correlation</subject><subject>Decoding</subject><subject>Decoding (Reading)</subject><subject>Goodness of Fit</subject><subject>Instructional Effectiveness</subject><subject>Language</subject><subject>Language Proficiency</subject><subject>Meta Analysis</subject><subject>Native Language</subject><subject>Reading Comprehension</subject><subject>Reading Instruction</subject><subject>Reading Research</subject><subject>Reading Skills</subject><subject>Second Language Instruction</subject><subject>Second Language Learning</subject><subject>Second language reading</subject><subject>Second Languages</subject><subject>Structural equation modeling</subject><subject>Structural Equation Models</subject><subject>Teaching Methods</subject><issn>1088-8438</issn><issn>1532-799X</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2022</creationdate><recordtype>article</recordtype><sourceid>7SW</sourceid><sourceid>7T9</sourceid><recordid>eNp9kFtLxDAQhYsoeP0JQsDnrrk0TdcnZVlvLPiggi8Spul0jbTNmrTK_ntTqj76MjMw35kznCQ5ZXTGaEHPYymKTBQzTjmPpVCS5zvJAZOCp2o-f9mNc2TSEdpPDkN4p5RyMWcHyeujbTcNkk-LX8TVJKBxXUUa6NYDrJF4hMp26wtyRVrsIYUOmm1vDQm9H0w_eGgIfgzQW9eR1lXYRJrAZuMdmLfjZK-GJuDJTz9Knq-XT4vbdPVwc7e4WqVGcNGnKCTLDZdY55xlVVFKyRUaMNKUTOSl5AVgVSFkUBkuFBOMG1HmQuWMlRkVR8nZdDfafgwYev3uBh9fDZornimVSSkjJSfKeBeCx1pvvG3BbzWjekxS_yapxyT1T5JRdzrp0Fvzp1neM6GoZOPdy2lvu9r5Fr6cbyrdw7ZxvvbQGRu0-N_iG7SMhGs</recordid><startdate>20221102</startdate><enddate>20221102</enddate><creator>Lee, Hansol</creator><creator>Jung, Geryong</creator><creator>Lee, Jang Ho</creator><general>Routledge</general><general>Routledge, Taylor & Francis Group</general><scope>7SW</scope><scope>BJH</scope><scope>BNH</scope><scope>BNI</scope><scope>BNJ</scope><scope>BNO</scope><scope>ERI</scope><scope>PET</scope><scope>REK</scope><scope>WWN</scope><scope>AAYXX</scope><scope>CITATION</scope><scope>7T9</scope><scope>K9.</scope><orcidid>https://orcid.org/0000-0001-7398-4205</orcidid><orcidid>https://orcid.org/0000-0002-6912-7128</orcidid><orcidid>https://orcid.org/0000-0003-2767-3881</orcidid></search><sort><creationdate>20221102</creationdate><title>Simple view of second language reading: A meta-analytic structural equation modeling approach</title><author>Lee, Hansol ; Jung, Geryong ; Lee, Jang Ho</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c323t-e3516c25ef6214d8b5527ecac5cb136b528aeddea4adc2371312c3b637611b403</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2022</creationdate><topic>Age Differences</topic><topic>Comprehension</topic><topic>Correlation</topic><topic>Decoding</topic><topic>Decoding (Reading)</topic><topic>Goodness of Fit</topic><topic>Instructional Effectiveness</topic><topic>Language</topic><topic>Language Proficiency</topic><topic>Meta Analysis</topic><topic>Native Language</topic><topic>Reading Comprehension</topic><topic>Reading Instruction</topic><topic>Reading Research</topic><topic>Reading Skills</topic><topic>Second Language Instruction</topic><topic>Second Language Learning</topic><topic>Second language reading</topic><topic>Second Languages</topic><topic>Structural equation modeling</topic><topic>Structural Equation Models</topic><topic>Teaching Methods</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Lee, Hansol</creatorcontrib><creatorcontrib>Jung, Geryong</creatorcontrib><creatorcontrib>Lee, Jang Ho</creatorcontrib><collection>ERIC</collection><collection>ERIC (Ovid)</collection><collection>ERIC</collection><collection>ERIC</collection><collection>ERIC (Legacy Platform)</collection><collection>ERIC( SilverPlatter )</collection><collection>ERIC</collection><collection>ERIC PlusText (Legacy Platform)</collection><collection>Education Resources Information Center (ERIC)</collection><collection>ERIC</collection><collection>CrossRef</collection><collection>Linguistics and Language Behavior Abstracts (LLBA)</collection><collection>ProQuest Health & Medical Complete (Alumni)</collection><jtitle>Scientific studies of reading</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Lee, Hansol</au><au>Jung, Geryong</au><au>Lee, Jang Ho</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><ericid>EJ1370515</ericid><atitle>Simple view of second language reading: A meta-analytic structural equation modeling approach</atitle><jtitle>Scientific studies of reading</jtitle><date>2022-11-02</date><risdate>2022</risdate><volume>26</volume><issue>6</issue><spage>585</spage><epage>603</epage><pages>585-603</pages><issn>1088-8438</issn><eissn>1532-799X</eissn><abstract>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.</abstract><cop>Philadelphia</cop><pub>Routledge</pub><doi>10.1080/10888438.2022.2087526</doi><tpages>19</tpages><orcidid>https://orcid.org/0000-0001-7398-4205</orcidid><orcidid>https://orcid.org/0000-0002-6912-7128</orcidid><orcidid>https://orcid.org/0000-0003-2767-3881</orcidid></addata></record> |
fulltext | fulltext |
identifier | ISSN: 1088-8438 |
ispartof | Scientific studies of reading, 2022-11, Vol.26 (6), p.585-603 |
issn | 1088-8438 1532-799X |
language | eng |
recordid | cdi_crossref_primary_10_1080_10888438_2022_2087526 |
source | Taylor & Francis; ERIC; Linguistics and Language Behavior Abstracts (LLBA) |
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 |
title | Simple view of second language reading: A meta-analytic structural equation modeling approach |
url | http://sfxeu10.hosted.exlibrisgroup.com/loughborough?ctx_ver=Z39.88-2004&ctx_enc=info:ofi/enc:UTF-8&ctx_tim=2024-12-24T16%3A36%3A25IST&url_ver=Z39.88-2004&url_ctx_fmt=infofi/fmt:kev:mtx:ctx&rfr_id=info:sid/primo.exlibrisgroup.com:primo3-Article-proquest_cross&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.genre=article&rft.atitle=Simple%20view%20of%20second%20language%20reading:%20A%20meta-analytic%20structural%20equation%20modeling%20approach&rft.jtitle=Scientific%20studies%20of%20reading&rft.au=Lee,%20Hansol&rft.date=2022-11-02&rft.volume=26&rft.issue=6&rft.spage=585&rft.epage=603&rft.pages=585-603&rft.issn=1088-8438&rft.eissn=1532-799X&rft_id=info:doi/10.1080/10888438.2022.2087526&rft_dat=%3Cproquest_cross%3E2724774555%3C/proquest_cross%3E%3Cgrp_id%3Ecdi_FETCH-LOGICAL-c323t-e3516c25ef6214d8b5527ecac5cb136b528aeddea4adc2371312c3b637611b403%3C/grp_id%3E%3Coa%3E%3C/oa%3E%3Curl%3E%3C/url%3E&rft_id=info:oai/&rft_pqid=2724774555&rft_id=info:pmid/&rft_ericid=EJ1370515&rfr_iscdi=true |