Abstract
Using international large-scale datasets, this study investigated the role of science domain knowledge and reading motivation in L1 and L2 reading comprehension of informational and narrative text in fourth-grade students in five countries. The results of multi-group multilevel regression showed that science domain knowledge was the strongest predictor for informational and narrative reading comprehension in students who were second language learners and students who were monolingual across the countries. Overall, the coefficient of science domain knowledge was similar between the two language groups for each genre, indicating that science domain knowledge might play a facilitative role in reading comprehension to a similar extent between L1 and L2. Reading self-efficacy was also a significant predictor for L1 and L2 reading comprehension of the two genres across the countries, whereas reading attitudes were not. The findings are discussed with respect to research and practice.
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