Comprehension Monitoring in Beginning Readers

In this study, 132 first graders' comprehension-monitoring skills were examined and related to their decoding and listening-comprehension skills. Decoding skills were tested with a word-picture matching task and with word-naming and word-nonword decision tasks. Story-listening tasks were used i...

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Bibliographic Details
Published in:Scientific studies of reading 1998-10, Vol.2 (4), p.353-375
Main Authors: Kinnunen, Riitta, Vauras, Marja, Niemi, Pekka
Format: Article
Language:English
Subjects:
Beginning Reading
Comprehension Monitoring
Decoding (Reading)
Grade 1
Listening Comprehension
Listening Skills
Primary Education
Reading Comprehension
Reading Research
Self Monitoring
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Summary:In this study, 132 first graders' comprehension-monitoring skills were examined and related to their decoding and listening-comprehension skills. Decoding skills were tested with a word-picture matching task and with word-naming and word-nonword decision tasks. Story-listening tasks were used in determining the level of listening comprehension. Children's comprehension monitoring was measured by means of an online method in which reactions to embedded comprehension obstacles (lexical, syntactical, factual falsehoods, or contradictions) were assessed. The number of "lookbacks" and the time spent in reading the target words/sentences were recorded and used as indicators of activities involved in comprehension monitoring. The results indicated that monitoring one's comprehension is already present in beginning reading but that the level of decoding and listening-comprehension skills affects the ways and efficacy of monitoring.
ISSN:1088-8438
1532-799X
DOI:10.1207/s1532799xssr0204_4