Comprehension Monitoring: Extensions of the Kintsch and van Dijk Model: Charles A. Weaver, 1Il, Deborah S. Bryant, and Kevin D. Burns

2012 ◽  
pp. 182-198
Keyword(s):  
Comprehension Monitoring

The effect of topic knowledge, comprehension monitoring and motivation on reading comprehension

2011 ◽  
Author(s):  
Panayiota Metallidou ◽  
Vaitsa Giannouli ◽  
Mara Gioka ◽  
Anthi Borodimou ◽  
Maria Valougeorgi
Keyword(s):  
Reading Comprehension ◽  
Comprehension Monitoring ◽  
Topic Knowledge

Observational Learning of Comprehension Monitoring Skills in Children Who Exhibit Mental Retardation

1991 ◽  
Vol 34 (1) ◽  
pp. 141-154 ◽  
Author(s):  
Helen K. Ezell ◽  
Howard Goldstein
Keyword(s):  
Mental Retardation ◽  
Observational Learning ◽  
Multiple Baseline ◽  
Comprehension Monitoring ◽  
Learning Paradigm ◽  
Baseline Design ◽  
Moderate Mental Retardation ◽  
Message Type ◽  
Unfamiliar Word ◽  
Idiomatic Phrase

An observational learning paradigm was used to instruct 5 children with mild or moderate mental retardation to monitor their comprehension of inadequate instructions. Instructions were inadequate because of an interfering signal, an unfamiliar word, excessive length, or an unfamiliar idiomatic phrase. Subjects’ peers served as models during the training. A multiple baseline design across subjects and across instruction types was employed. All subjects learned to request clarification of the first three inadequate instructions; however, none of the children learned to request clarification of idiomatic phrases. Although all children eventually demonstrated observational learning, three children required feedback from the trainer before they began to request clarification for one or two of the instruction types. Two children generalized their requesting behavior to the interfering signal message type, suggesting that generalization may be likely to occur between similar message types. During posttesting all children generalized their requesting behavior when presented with two unfamiliar message types, sometimes using new question forms. Four of the 5 children also generalized their requesting behavior in sessions with their teachers 5–10 weeks later.

Fostering children's revision skills through training in comprehension monitoring.

1990 ◽  
Vol 82 (2) ◽  
pp. 275-280 ◽  
Author(s):  
Carole R. Beal ◽  
Andrew C. Garrod ◽  
Gary J. Bonitatibus
Keyword(s):  
Comprehension Monitoring

scholarly journals The Contributions of Language Skills and Comprehension Monitoring to Chinese Reading Comprehension: A Longitudinal Investigation

2021 ◽  
Vol 12 ◽  
Author(s):  
Aiping Zhao ◽  
Ying Guo ◽  
Shuyan Sun ◽  
Mark H. C. Lai ◽  
Allison Breit ◽  
...  
Keyword(s):  
Reading Comprehension ◽  
Reading Skills ◽  
Language Skills ◽  
Orthographic Knowledge ◽  
Comprehension Monitoring ◽  
Chinese Reading ◽  
Syntactic Knowledge ◽  
Comprehension Skills ◽  
Grade 3 ◽  
Reading Comprehension Skills

This study examined how vocabulary, syntactic knowledge, and orthographic knowledge are related to comprehension monitoring and whether comprehension monitoring mediates the relations between these language skills and reading comprehension. Eighty-nine Chinese children were assessed on their vocabulary, syntactic knowledge, orthographic knowledge, and comprehension monitoring in Grade 1. Their reading comprehension skills were assessed in Grade 1 and Grade 3. Results showed that in Grade 1, comprehension monitoring mediated the relations between vocabulary and syntactic knowledge and reading comprehension. For Grade 3 reading comprehension, syntactic knowledge in Grade 1 was the only significant predictor. These findings indicate that multiple language skills make direct and indirect contributions via comprehension monitoring to Chinese reading comprehension, and the relations would change as children’s reading skills develop.

scholarly journals Comprehension Monitoring: Identifying and Coping with Text Confusions

1979 ◽  
Vol 11 (4) ◽  
pp. 365-374 ◽  
Author(s):  
Linda Baker
Keyword(s):  
College Students ◽  
Comprehension Monitoring ◽  
Inconsistent Information ◽  
Retrospective Reports ◽  
Potential Problems ◽  
And Coping

Comprehension monitoring was investigated by asking college students to read and answer probed recall questions about passages that contained intentionally introduced confusions. Subjects were then told that confusions had been present and were asked to describe them and comment on how they affected comprehension. Subjects failed to report a surprisingly large proportion of the confusions. Confusions involving main points were detected more frequently than those involving details and confusions of inconsistent information and unclear reference were more often reported than inappropriate connectives. Retrospective reports revealed that failures to report confusions were often not due to failures to monitor comprehension but rather to the use of repair stategies to resolve the potential problems.

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