مشخصات پژوهش

Reading comprehension is a multifaceted skill that requires the integration of various cognitive abilities, including vocabulary knowledge and morphosyntactic competence (Perfetti, 2007). For English as a Foreign Language (EFL) learners, mastering these skills is essential for academic success and effective language use. However, the factors that contribute to reading comprehension in second language (L2) contexts are complex and not fully understood (Vettori et al., 2024), particularly in specific educational settings such as Iraqi secondary schools. This study aims to explore the predictive role of vocabulary and grammar knowledge in reading comprehension, focusing on the comparison of narrative and expository texts among Iraqi EFL learners. To explore the interplay between vocabulary, grammar knowledge, and reading comprehension, this study draws upon two influential theories in reading research: The Simple View of Reading (SVR) and the Threshold Hypothesis in reading. Simple View of Reading (SVR): The Simple View of Reading, proposed by Gough and Tunmer (1986), posits that reading comprehension is the product of two main components: decoding (word recognition) and language comprehension (which includes vocabulary and syntax). According to this view, while decoding is necessary for identifying words, understanding the meaning of those words—through vocabulary and syntax—is essential for comprehension. This model provides a useful framework for understanding how vocabulary and morphosyntactic knowledge work together to enable reading comprehension, particularly in second language contexts where learners may struggle with one or both of these components (Hoover & Gough, 1990). In the context of this study, the language comprehension component is particularly relevant. It encompasses the role of vocabulary and morphosyntax in comprehending text. The hypothesis here is that EFL learners’ proficiency in both vocabulary and morphosyntax is predictive of their ability t