In the componential approach to modelling reading ability, a number of contributory
factors have been empirically validated. However, research on their relative
contribution to explaining performance on second language reading tests is limited.
Furthermore, the contribution of knowledge of syntax has been largely ignored in
comparison with the attention focused on vocabulary. This study examines the
relative contribution of knowledge of syntax and knowledge of vocabulary to L2
reading in two pilot studies in different contexts -a heterogeneous population
studying at the tertiary level in the UK and a homogenous undergraduate group in
Japan -followed by a larger main study, again involving a homogeneous Japanese
undergraduate population. In contrast with previous findings in the literature, all
three studies offer support for the relative superiority of syntactic knowledge over
vocabulary knowledge in predicting performance on a text reading comprehension test.
A case is made for the robustness of structural equation modelling compared to
conventional regression in accounting for the differential reliabilities of scores
on the measures employed.
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