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 posttest in favor of the experimental group. A number of implications and recommendations for future research are put forth. (Published Abstract)
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Al-Damiree, Rula Rasheed.. (2016). Vocabulary knowledge and syntactic awareness as potential catalysts for reading comprehension among young Jordanian EFL students . Journal of Teaching and Teacher Education. Vol. 4, no. 1, 2016. pp. 53-59 Retrieved from search.shamaa.org
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