声明
Contents
Abstract
摘要
List of Tables
List of Abbreviations
Chapter One Introduction
1.1 Background of the Study
1.2 Objectives of the Study
1.3 Significance of the Study
1.4 Structure of the Thesis
Chapter Two Literature Review
2.1 Conceptual Framework of Reading Research
2.1.1 Metaphorical Models
2.1.2 The Component Skills Approach
2.2 MK and Reading Comprehension
2.2.1 Definition of Metacognitive Knowledge
2.2.2 Assessments of MK
2.2.3 Relationship between MK and Reading Comprehension
2.3 VS and Reading Comprehension
2.3.1 Definition of Vocabulary Size
2.3.2 Assessment of VS
2.3.3 VS and Reading Comprehension
2.4 SA and Reading Comprehension
2.4.1 Definition of Syntactic Awareness
2.4.2 Assessment of SA
2.4.3 SA and Reading Comprehension
2.5 MK,VS,SA and Reading Comprehension
2.6 Research Gaps
2.7 Summary
Chapter Three Methodology
3.1 Research Questions
3.2 Participants
3.3 Instruments
3.3.1 Metacognitive Knowledge Test
3.3.2 Vocabulary Size Test
3.3.3 Syntactic Awareness Test
3.3.4 Reading Comprehension Test
3.4 Data Collection and Analysis
3.5 Summary
Chapter Four Results and Discussion
4.1 Normal Distribution of the Data
4.2 Descriptive Statistics
4.3 Differences between good readers and poor readers in MK,VS and SA
4.4 Correlations among MK,VS,SA and Reading Comprehension
4.5 Contribution of MK,VS and SA to Reading Comprehension
4.6 Summary
Chapter Five Conclusion
5.1 Summary of the Major Findings
5.2 Implications of the Study
5.3 Limitations of the Study
5.4 Suggestions for Future Research
References
Appendix
Acknowledgments
Publications