Vocabulary Knowledge and Syntactic Awareness as Potential Catalysts for Reading Comprehension among Young Jordanian EFL Students

dc.contributor.author	Al-Damiree,Rula Rasheed
dc.contributor.author	Bataineh, Ruba Fahmi
dc.date.accessioned	2018-07-25T10:41:21Z
dc.date.available	2018-07-25T10:41:21Z
dc.date.issued	2015
dc.identifier.issn	2210-1578
dc.identifier.uri	https://journal.uob.edu.bh:443/handle/123456789/763
dc.description.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.	en_US
dc.language.iso	en	en_US
dc.publisher	University of Bahrain	en_US
dc.rights	Attribution-NonCommercial-ShareAlike 4.0 International	*
dc.subject	reading comprehension	en_US
dc.subject	syntactic awareness	en_US
dc.subject	vocabulary knowledge	en_US
dc.title	Vocabulary Knowledge and Syntactic Awareness as Potential Catalysts for Reading Comprehension among Young Jordanian EFL Students	en_US
dc.type	Article	en_US
dc.identifier.doi	http://dx.doi.org/10.12785/jtte/040106
dc.volume	04
dc.issue	01
dc.source.title	Journal of Teaching and Teacher Education
dc.abbreviatedsourcetitle	JTTE