COMPREHENSION MONITORING OF WRITTEN DISCOURSE ACROSS EARLY-TO-MIDDLE ADOLESCENCE

Authors
Citation
Dj. Hacker, COMPREHENSION MONITORING OF WRITTEN DISCOURSE ACROSS EARLY-TO-MIDDLE ADOLESCENCE, Reading & writing, 9(3), 1997, pp. 207-240
Citations number
45
Categorie Soggetti
Education & Educational Research
Journal title
ISSN journal
09224777
Volume
9
Issue
3
Year of publication
1997
Pages
207 - 240
Database
ISI
SICI code
0922-4777(1997)9:3<207:CMOWDA>2.0.ZU;2-M
Abstract
Comprehension monitoring is conceptualized as a metacognitive process involving monitoring and control of ongoing discourse processing. The error-detection paradigm was used in an experiment in which 315 7th-, 9th-, and 11th-grade students of low-to-high reading ability monitored and controlled their reading as they searched three times through a t ext. Search One showed that although all readers failed to monitor man y problems; monitoring at lexical, syntactic, and particularly semanti c levels increased with age and reading ability. Monitoring for low-ab ility readers remained low at all three grades. Search live showed an asymmetry in the effects of instruction to search for errors, and some students exhibited constraints on monitoring and control. Finally, Se arch Three showed that some students had knowledge necessary to monito r more errors but failed to apply that knowledge to the text.