Abstract:
This study examines the potential effect of vocabulary knowledge and syntactic awareness on Jordanian ninth grade students’ reading comprehension. The data were collected using pre-/post- reading comprehension, vocabulary, and grammar tests and an interview. The findings reveal significant differences (at α ≤ 0.05) in the students’ reading comprehension scores on the post-test in favor of the experimental group. A number of implications and recommendations for future research are put forth.