Situation model building ability uniquely predicts first and second language reading comprehension

Abstract

We examined the unique role of textbase memory and situation model building ability in first (L1) and second (L2) language reading comprehension. Participants were 76 monolingual and 102 bilingual children in 4th grade. A pathfinder network approach was used to assess textbase memory and situation model building ability, on top of other well-known cognitive and linguistic predictors of reading comprehension (working memory, nonverbal reasoning, decoding, vocabulary, and grammar). Reading comprehension was assessed by a standardized task unrelated to the textbase and situation model building task. The results showed that there was no difference between L1 and L2 readers in nonverbal reasoning, working memory, textbase memory and situation model building. L2 readers were more efficient decoders than L1 readers, but lagged behind on vocabulary, grammar, and reading comprehension. Situation model building ability was found to predict reading comprehension over and above the other cognitive and linguistic predictors to the same extent in both groups.

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