| Summary: | 碩士 === 國立臺灣師範大學 === 英語學系 === 106 === The present meta-analysis study aimed to examine the predictive roles of L2 decoding, L2 vocabulary knowledge, L2 grammar knowledge and L1 reading comprehension on L2 reading comprehension of passage level, and also encapsulated the mediation relationships among the variables through path analysis. To this end, a meta-analysis was conducted to aggregate the accumulated correlation evidence from k=58 primary studies and a multi-variate structural equation modeling approach (MASEM) was implemented to test the fit of the hypothesized model on the full samples (n=7147) and observe the mechanism how L2 reading comprehension could be directly or indirectly predicted by the four high evidence reading variables (Jeon & Yamashita, 2014). The results showed that grammatical knowledge had the largest predictive power on L2 reading comprehension, followed by decoding knowledge and vocabulary knowledge. With regard to the mediation effects, L1 reading comprehension could exert significant indirect effects on L2 reading comprehension via the mediation by decoding knowledge and grammatical knowledge. Even though vocabulary knowledge failed to serve as mediator between L1 and L2 reading comprehension, it could significantly mediate the relationships between decoding knowledge and L2 reading comprehension, and grammatical knowledge and L2 reading comprehension, respectively. The best fit of the data supported the assumption of the hypothesized model in which L2 reading comprehension can be strongly predicted by decoding and L2 linguistic knowledge in either direct and indirect fashions. Besides, L1 literacy can be drawn on while developing L2 reading skills. The provisional model also provided educators in second language reading a more systematic and holistic understanding of learners’ reading difficulties.
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