ABSTRACT
Reading in a second/foreign language (L2) involves the coordination of multiple knowledge sources as well as cognitive and metacognitive resources and processes. An individual’s reading outcome is influenced by various individual difference (ID) variables. In this chapter, we introduce influential models and theories of reading and explain the role played by ID variables in these frameworks of reading. Next, we introduce key research questions that have advanced the empirical investigation into five selected ID variables (phonological awareness, working memory, metacognition, motivation, and anxiety) in relation to L2 reading comprehension, summarize the findings, and offer a brief synthesis of data elicitation methods. The chapter ends with a discussion of practical implications for practitioners and directions for future research.
