Livro Psic. escolar e educ - Para associar-se ou renovar sua ...

Determinantes psicolingüísticos da compreensão de leitura em inglês como língua estrangeira 27However, under Model 1 only three variables showedto be significant, namely, reading comprehension inSpanish, linguistic competence in English and perceptionof lexical transparency between L1 and L2 (p < 0.0000;0.0000; and 0.05, respectively). Therefore, alternativemodels were examined, withdrawing each of the nonsignificantvariables. Models with 5, 4 and 3 independentvariables were tested. The model with three independentvariables (RCS, LCE, and PLT) was the only one inwhich all explanatory variables were significant (Table2 - “Sig T column”).RCE = b 0+ b 1RCS + b2LCE + b 3PLT+e...............................(Model 2)hypothesized that they could have not a direct but anindirect influence on he discourse processing skills inEnglish. That is, it could be the case that the psychologicalvariables did not explain RCE in the presence of RCS,LCI and PLT due to the fact that they could be involvedin the explanation of the variability of any of thosevariables. Hence, and as a first step in such direction, itwas decided to analyze the influence of the reader’scognitive style, locus of control and action control onhis/her text processing skills in Spanish, based on thefollowing considerations: (1) The knowledge of the firstlanguage is considered to be play the role of a metamodelin the acquisition of a foreign languageTable 2: Multiple regression analysis. Model 2.The regression analysis for Model 2 (Table 2) yieldeda multiple correlation coefficient of 0.59652, adetermination coefficient of 0.35584 (that is, RCS, LCE,and PLT explained 35.584% of RCE’s variability undermodel 2, roughly equivalent to the percentage obtainedunder model 1), and an F value of 50.82 indicating theexistence of a significant regression for model 2 (p