Does Online Comprehension Monitoring Make a Unique Contribution to Reading Comprehension in Beginning Readers? Evidence from Eye Movements

Autor/inn/en	Kim, Young-Suk Grace; Vorstius, Christian; Radach, Ralph
Titel	Does Online Comprehension Monitoring Make a Unique Contribution to Reading Comprehension in Beginning Readers? Evidence from Eye Movements
Quelle	22 (2018) 5, S.367-383 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1088-8438
Schlagwörter	Reading Comprehension; Eye Movements; Listening Comprehension; Reading Processes; Grade 2; Elementary School Students; Time Factors (Learning); Computer Assisted Testing; Prediction; Reading Strategies; Achievement Tests; Statistical Analysis; Listening Comprehension Tests; Reading Tests; Sight Vocabulary; Word Recognition; Correlation; Woodcock Johnson Tests of Achievement; Wechsler Individual Achievement Test; Oral and Written Language Scales + Suchen Sie Ihr Suchwort? Leseverstehen; Augenbewegung; Hörverständnis; Leseprozess; School year 02; 2. Schuljahr; Schuljahr 02; Vorhersage; Reading strategy; Leselernstufe; Lesetechnik; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Statistische Analyse; Hörverstehensübung; Lesetest; Worterkennung; Korrelation; WIAT; Eignungsprüfung; Eignungstest
Abstract	The goal of this study was to investigate the nature of online comprehension monitoring, its predictors, and its relation to reading comprehension. Questions were concerned with (a) beginning readers' sensitivity to inconsistencies, (b) predictors of online comprehension monitoring, and (c) the relation of online comprehension monitoring to reading comprehension over and above word reading and listening comprehension. Using eye tracking technology, online comprehension monitoring was measured as the amount of time spent rereading target implausible words and looking back at surrounding contexts. Results from 319 second graders revealed that children spent greater time fixating on inconsistent than consistent words and engaged in more frequent lookbacks. Comprehension monitoring was explained by both word reading and listening comprehension. However, comprehension monitoring did not uniquely predict reading comprehension after accounting for word reading and listening comprehension. These results provide insight into the nature of comprehension monitoring and its role in reading comprehension for beginning readers. [This article was published in "Scientific Studies of Reading" (EJ1184418).] (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01