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The particular contribution of metasyntactic ability (i.e., the ability to consciously reflect about the syntactic aspects of language and intentionally to control grammatical rules) to second language reading skills is still not clear. While some studies concluded that metasyntactic ability contributes to reading among non-native speakers (NNS), others did not observe any particular contribution of that specific metalinguistic ability among NNS, despite showing a predictive value for their native speaker control group. Methodological aspects might explain these conflicting results, namely the target population, the measurement of metasyntactic ability, and the reading skill examined. The present study was set out to verify whether the particular contribution of metasyntactic ability to French reading comprehension would be the same among native and non-native upper-elementary children. A cross-sectional study was carried out in which 73 children (37 native and 36 non native speakers of French) were given syntactic, metasyntactic, receptive vocabulary, reading comprehension and phonological memory tasks. As in previous studies, results of the multivariate analysis of variance (MANOVA) first revealed that the NNSs of French participants obtained lower MSA results than the native speaker children. However, results from the multiple regressions showed that MSA accounted for a significant part of variation in L2 reading among the native as well as among the NNS children and that language group was not a significant factor. This indicates that the weight of each variable, including metasyntactic ability, did not vary according to language status.
