Abstract Successful text comprehension results in a coherent mental model of the situation being described. To achieve this, reader has to infer certain information by connecting parts their prior knowledge. An important construct involved this process is vocabulary knowledge, usually divided into breadth and depth. We conducted meta-analysis on 23 studies, explored fit five different models es...

This paper reports a study which investigated if there was a match between students’ English vocabulary size and the vocabulary load of a locally produced textbook. The analysis of the passages of the pre-university English textbook currently in use in Iran’s education system using RANGE program indicated that in order to comprehend the texts, students need to know not only words from 2000 high...

Research on monolingual children has shown that listening comprehension is predicted by a range of language and cognitive skills; less known about predictors in bilingual the role input. This study presents longitudinal data English 100 between ages 5;8 6;8 years. The were tested three times their literal inferential stories. Vocabulary, morphosyntax, attention, memory included as alongside mea...

This study investigates the relationship between depth of academic vocabulary knowledge and success among Saudi English-as-a-foreign-language university students. Fifty fourth-year students majoring in English completed a test, Word Associates Test (WAT), based on Academic List (AWL). Then, students’ grade point averages (GPAs) were obtained as measure success. Furthermore, learning strategy (V...

to investigate the effects of different glossing conventions on vocabulary recognition and recall, 158 participants were given a pre-test to make sure that they did not have any prior knowledge of the target words. reading passages with four different glossing conventions (interlinear, marginal, pre-text, and post-text) were given to eight groups. four groups received interlingual glosses and f...