Children's comprehension monitoring: Training children to use rereading to aid comprehension

Abstract

Abstract The present study examined the effect of training fourth‐grade children to utilize the regulation strategy of rereading as a means of answering questions about previously read text. During training, the reader was provided with a series of prompts to look back to prior paragraphs of a story in order to answer questions about the text. A control group of subjects did not receive such training. Results from a post‐training test phase indicated that trained subjects used the rereading strategy, measured in the form of lookbacks, significantly more often than did control subjects. They were also more likely than control subjects to produce correct responses following a lookback to questions about more distantly read text.