Does vocabulary knowledge matter in the effectiveness of instructing reading strategies? Differential responses from adolescents with low academic achievement on growth in reading comprehension

Abstract Prior studies suggest that teaching reading strategies promotes comprehension in adolescents who have difficulties with comprehension, yet the results of those are mixed. Individual differences students’ vocabulary knowledge may explain these mixed results. This article examines to what extent influences effect a two-year intervention program focused on low academic achievement Netherlands. We hypothesized students (N = 310) different levels would respond differently treatment, given is an important factor comprehension. Results showed moderated suggesting negatively affected impact strategies. Vocabulary knowledge, thus, emerges as prerequisite for successful leveraging strategy intervention. Students experience cognitive overload when attempting apply newly learned while simultaneously trying find out meaning multiple unfamiliar words needed application