Reading Comprehension Monitoring Research Articles

Reading Comprehension and Comprehension Monitoring in First-grade Children with Vocabulary Delay

Objectives: This study investigated reading comprehension and reading comprehension monitoring abilities of children with vocabulary delay at the end of the first grade. Specifically, the study examined whether children with vocabulary delays could detect internal inconsistency errors, which are contradictory pieces of information in a short story, and whether they could correct those errors to make appropriate changes to the story at the beginning stage of reading. Methods: Fourteen children with vocabulary delay and 15 typically developing children participated in this study. Each child read 10 short stories without internal inconsistency errors and 10 stories with internal inconsistency errors. After reading the text, children were asked to find any inconsistent parts of the story and correct them. Results: The results showed that children with vocabulary delay performed worse on reading comprehension than their peers. They also scored statistically lower on both the error detection and error correction tasks in stories with internal inconsistency errors compared to typically developing children. For typically developing children only, there were significant correlations between reading comprehension and reading comprehension monitoring. Conclusion: Children with vocabulary delay exhibited difficulties in both reading comprehension and comprehension monitoring. Poor vocabulary knowledge can hinder their ability to recognize when a text is misunderstood or to apply effective strategies for resolving problems, ultimately leading to reading comprehension failure. This suggests that children with language disorders, including those with vocabulary delays, need to be assessed and provided with interventions for both reading comprehension and comprehension monitoring.

Reading Comprehension Monitoring of Expository Discourses in Third to Fifth Grade ADHD Children with/without Vocabulary Delay

Objectives: The purpose of this study was to investigate reading comprehension monitoring including three types of error detection (lexical inconsistency, internal inconsistency, external inconsistency) and correction with expository discourse in school-aged children with attention deficit hyperactivity disorder (ADHD).Methods: Nineteen ADHD children with vocabulary delay, 17 ADHD children without vocabulary delay, and 20 typically developing children students from third, fourth, and fifth grades participated in the study. In order to assess comprehension monitoring; expository discourses contained three different types of errors. Comprehension monitoring tasks were presented in the following order: First, children were asked to find out errors in two expository texts of comparison and causation. After finding out errors, children were asked to change the appropriate words verbally.Results: ADHD children with vocabulary delay did show difficultly in reading comprehension monitoring tasks when compared to age-matched typically developing children and ADHD children without language impairment. Internal inconsistency was the most difficult error to identify and correct, and lexical inconsistency was the easiest error for all three groups.Conclusion: The result proposed that even children with ADHD who have no difficulty in basic language and reading skills were likely to have difficulty properly using reading comprehension monitoring, which is closely related to working memory and executive functions. The poor comprehension monitoring skills would negatively influence effective reading comprehension.

Reading Comprehension Monitoring in School-aged Children with Language Impairment

Reading Comprehension Monitoring in School-aged Children with Language Impairment

Comprehension monitoring strategy intervention in children with hearing loss: a single case design study

ABSTRACTThe objective of this single case design study was to examine the effectiveness of teaching comprehension monitoring strategy on strategy use as well as on reading comprehension performance. Four children with bilateral severe-profound hearing loss between the ages of 10–11 years and enrolled in the 3rd–5th grade classroom in a regional day school for the deaf participated in the study. Two comprehension monitoring strategies, namely retell and questioning, were taught to all four children. A third strategy, namely prediction, was used as a control strategy. Children received intervention for 20 min, twice a week for 13 weeks across a total of 26 sessions. During the first three sessions, children participated in probe sessions only. Following this baseline period, children participated in one intervention session and one probe session each week. Sessions were videotaped to monitor for treatment fidelity and to code for strategy use. Results showed a moderate evidence for a functional relation between comprehension strategy instruction and strategy use. Similarly, across participants, data also revealed moderate evidence for a functional relation between strategy implementation and reading comprehension performance. Future studies should investigate the effects of teaching a combination of reading comprehension monitoring strategies by increasing the duration and number of intervention sessions on reading comprehension performance by a larger group of children with hearing loss.

Poucavanje i usvajanje citalacke pismenosti u mladjim razredima osnovne skole u Crnoj Gori

The aim of this research was to examine the teachers' opinions on the contextualization of reading literacy in elementary schools in Montenegro and what should be done for its improvement. The context in question entails: Subject program (2011), teaching methods and learning strategies of reading, textbooks, family and school environment and their support for the development of the reading literacy. The research included qualitative methodology approach and group interviews. We set up a series of problem-solving questions related to the elements which are considered, according to previous research, critical for the development of reading literacy. These are: phonological awareness, grapho-phonemic skills, reading fluency, vocabulary adoption and development methods, reading comprehension monitoring, co-operative learning, the use of graphic and semantic knowledge organizers, asking and answering, identifying textual structures, and summarizing. These elements were analyzed in the above contextual framework. We started from the assumption that the respondents (N=36) would point out the flaws in the given context. The key findings were singled out and followed by the categorization of the questions. Our respondents, in each category, indicated the contextual elements that should be improved in order to improve reading literacy. They particularly singled out the need to work on: the adoption and development of vocabulary, collaborative learning, the use of graphic and semantic organizers of knowledge, and the identification of the structure of the text. All these elements are an integral part of language teaching, but they obviously need to be more explicitly set out in the program and their improvement demands additional methodological support.

The Efficacy of Rereading as a Metacognitive Tool for Reading Comprehension Monitoring

A study was designed to use a computerized reading comprehension evaluation program to ascertain whether or not there were significant differences in the comprehension scores, the rereading frequencies, and rereading rates of speed for freshmen and sophomore students of an urban community college in New York City. The resultant data showed significant differences in the comprehension scores, rereading frequency, and the rereading rates of speed for both groups. There was no significant difference in the interaction between the two groups of readers and the three types of questions under investigation. The findings of this data support the conclusion that there is no appreciable difference in the way either group uses rereading to handle the intellectual content of different types of questions when rereading.

Effect of Activating Conditional Knowledge on Self-efficacy and Comprehension Monitoring

The objective of the study was to determine whether activating conditional knowledge about appropriate strategies for studying a text would enhance self-efficacy and comprehension monitoring. Seventy-six college students were assigned to one of two conditions, with inference ability across conditions. In the activation condition, subjects were given the opportunity to reflect on the importance of taking into account time constraints, relevant features of the task, and the nature of the subsequent comprehension test, when selecting appropriate study strategies. Subjects in the control condition were not given the opportunity to reflect on their knowledge before processing the text. The results showed that subjects in the activation condition outperformed those in the control condition on reading comprehension monitoring and on performance on the comprehension test, but not on self-efficacy. Yet, self-efficacy was related to comprehension performance in the control group but was not in the activation group. This result suggests that a procedure which focuses subjects' attention on their own conditional strategic repertoire before they proceed with a task may act upon the mechanisms through which operates self-efficacy.

The Validity of Informal Reading Comprehension Measures

The purpose of this study was to assess the criterion, construct, and concurrent validity of four informal reading comprehension measures: question answering tests, recall measures, oral passage reading tests, and cloze techniques. Mildly and moderately handicapped middle and junior high school boys (N = 70) were administered the informal measures in one sitting, with four passages equally represented across the four measures and with the administration order of measures counterbalanced. Criterion tests, the Reading Comprehension and Word Study Skills subtests of the Stanford Achievement Test, also were administered in a separate sitting. Results indicated that the correct oral reading rate score demonstrated the strongest criterion validity, with adequate construct and concurrent validity. A second acceptable index was the written recall measure. Implications for designing reading comprehension monitoring procedures are discussed.

Syntactic awareness in relation to reading skill and ongoing reading comprehension monitoring

This research was designed to test the hypotheses that less skilled readers are delayed relative to skilled readers in their awareness of grammatical well formedness and that this delay is associated with relative failure to monitor ongoing reading comprehension. Fourth- and fifth-grade children varying in decoding ability were observed to differ in syntactic awareness, as reflected in their ability to correct grammatically deviant sentences within an oral language task, even with general verbal ability effects covaried. Performance on the syntactic awareness task (“syntactic control”) was correlated with measures of ongoing reading comprehension and comprehension monitoring and with performance on standardized tests of reading comprehension. These correlations remained significant when Peabody Picture Vocabulary Test verbal ability and, where appropriate, subjective text decoding effects were statistically controlled.

Measuring Difficulty of Primary Reading Material: A Constructive Criticism of Spache's Measure

Previous articleNext article No AccessMeasuring Difficulty of Primary Reading Material: A Constructive Criticism of Spache's MeasureClarence R. StoneClarence R. Stone Search for more articles by this author PDFPDF PLUS Add to favoritesDownload CitationTrack CitationsPermissionsReprints Share onFacebookTwitterLinkedInRedditEmail SectionsMoreDetailsFiguresReferencesCited by The Elementary School Journal Volume 57, Number 1Oct., 1956 Article DOIhttps://doi.org/10.1086/459497 Views: 7Total views on this site Citations: 6Citations are reported from Crossref PDF download Crossref reports the following articles citing this article:Kathleen Roskos, Cevriye Ergul, Tanis Bryan, Karen Burstein, James Christie, Myae Han Who's Learning What Words and How Fast? Preschoolers' Vocabulary Growth in an Early Literacy Program, Journal of Research in Childhood Education 22, no.33 (Mar 2008): 275–290.https://doi.org/10.1080/02568540809594627Judith A. Bowey Syntactic awareness in relation to reading skill and ongoing reading comprehension monitoring, Journal of Experimental Child Psychology 41, no.22 (Apr 1986): 282–299.https://doi.org/10.1016/0022-0965(86)90041-XJudith A. Bowey Contextual facilitation in children's oral reading in relation to grade and decoding skill, Journal of Experimental Child Psychology 40, no.11 (Aug 1985): 23–48.https://doi.org/10.1016/0022-0965(85)90064-5John A. Hockett Chapter V: Materials of Instruction, Review of Educational Research 29, no.22 (Jun 2016): 177–184.https://doi.org/10.3102/00346543029002177Constance M. McCullough Chapter III: Reading, Review of Educational Research 28, no.22 (Jun 2016): 96–106.https://doi.org/10.3102/00346543028002096S. Gray William Summary of Reading Investigations July I, 1956 to June 30, 1957, The Journal of Educational Research 51, no.66 (Dec 2014): 401–435.https://doi.org/10.1080/00220671.1958.10882485

A New Readability Formula for Primary-Grade Reading Materials

A New Readability Formula for Primary-Grade Reading Materials