Poor Metacomprehension Accuracy as a Result of Inappropriate Cue Use

Two studies attempt to determine the causes of poor metacomprehension accuracy and then, in turn, to identify interventions that circumvent these difficulties to support effective comprehension monitoring performance. The first study explored the cues that both at-risk and typical college readers us...

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Bibliographic Details
Published in:Discourse processes 2010-05, Vol.47 (4), p.331-362
Main Authors: Thiede, Keith W., Griffin, Thomas D., Wiley, Jennifer, Anderson, Mary C. M.
Format: Article
Language:English
Subjects:
At Risk Students
College Students
Communication research
Concept Mapping
Critical thinking
Cues
Instructional Effectiveness
Intervention
Judgment
Metacognition
Reading
Reading Comprehension
Remedial Reading
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Summary:Two studies attempt to determine the causes of poor metacomprehension accuracy and then, in turn, to identify interventions that circumvent these difficulties to support effective comprehension monitoring performance. The first study explored the cues that both at-risk and typical college readers use as a basis for their metacomprehension judgments in the context of a delayed-summarization paradigm. Improvement was seen in all readers, but at-risk readers did not reach the same level of metacomprehension accuracy as a sample of typical college readers. Further, whereas few readers reported using comprehension-related cues, more at-risk readers reported using surface-related cues as the basis for their judgments. To support the use of more predictive cues among the at-risk readers, a second study employed a concept-map intervention, which was intended to make situation-model level representations more salient. Concept mapping improved both the comprehension and metacomprehension accuracy of at-risk readers. The results suggest that poor metacomprehension accuracy can result from a failure to use appropriate cues for monitoring judgments, and that especially less-able readers need interventions that direct them to predictive cues for comprehension.
ISSN:0163-853X
1532-6950
DOI:10.1080/01638530902959927