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Four high\u2010evidence correlates (with 18 or more accumulated effect sizes: L2 decoding, L2 vocabulary knowledge, L2 grammar knowledge, first language [L1] reading comprehension), and six low\u2010evidence correlates (L2 phonological awareness, L2 orthographic knowledge, L2 morphological knowledge, L2 listening comprehension, working memory, metacognition) were included in the study. For the four high\u2010evidence correlates, a series of moderator analyses were also carried out to examine the effects of age, L2 proficiency, L1\u2013L2 script and language distance, and measurement characteristics. The results showed that L2 grammar knowledge (<jats:italic>r<\/jats:italic> = .85), L2 vocabulary knowledge (<jats:italic>r<\/jats:italic> = .79), and L2 decoding (<jats:italic>r<\/jats:italic> = .56) were the three strongest correlates of L2 reading comprehension. The six low\u2010evidence correlates had moderate\u2010to\u2010strong mean correlations, with L2 listening comprehension being the strongest correlate (<jats:italic>r<\/jats:italic> = .77) and metacognition (<jats:italic>r<\/jats:italic> = .32) being the weakest correlate. Age, some measurement characteristics, and L1\u2013L2 language distance were found to be significant moderators for some reading components.<\/jats:p>","DOI":"10.1111\/lang.12034","type":"journal-article","created":{"date-parts":[[2014,2,13]],"date-time":"2014-02-13T09:52:32Z","timestamp":1392285152000},"page":"160-212","update-policy":"https:\/\/doi.org\/10.1002\/crossmark_policy","source":"Crossref","is-referenced-by-count":347,"title":["L2 Reading Comprehension and Its Correlates: A Meta\u2010Analysis"],"prefix":"10.1111","volume":"64","author":[{"given":"Eun Hee","family":"Jeon","sequence":"first","affiliation":[{"name":"University of North Carolina at Pembroke"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Junko","family":"Yamashita","sequence":"additional","affiliation":[{"name":"Nagoya University"}],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"311","published-online":{"date-parts":[[2014,2,13]]},"reference":[{"key":"e_1_2_9_3_1","doi-asserted-by":"publisher","DOI":"10.1177\/002221949903200203"},{"key":"e_1_2_9_4_1","doi-asserted-by":"publisher","DOI":"10.1080\/15235882.2010.502797"},{"key":"e_1_2_9_5_1","volume-title":"Beginning to read: Thinking and learning about print","author":"Adams M. 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