A Computer-Assisted On-Line Investigation of Comprehension Monitoring.

Autor/inn/en	Palmer, Douglas J.; und weitere
Titel	A Computer-Assisted On-Line Investigation of Comprehension Monitoring.
Quelle	(1986), (19 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Cognitive Processes; Computer Assisted Testing; Content Area Reading; Grade 5; Intermediate Grades; Metacognition; Reading Ability; Reading Comprehension; Reading Habits; Reading Processes; Reading Rate; Reading Research; Reading Skills; Reading Strategies + Suchen Sie Ihr Suchwort? Cognitive process; Kognitiver Prozess; Sinnerfassendes Lesen; School year 05; 5. Schuljahr; Schuljahr 05; Mittelstufe; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Reading competence; Lesekompetenz; Leseverstehen; Reading habit; Lesegewohnheit; Leseprozess; Reading readiness; Reading speed; Lesegeschwindigkeit; Leseforschung; Reading skill; Lesefertigkeit; Reading strategy; Leselernstufe; Lesetechnik
Abstract	A study examined the use of lookback strategy (selective rereading of text material to clarify inconsistent information) employed by good and poor readers attempting to monitor their own reading comprehension. Using microcomputers, narrative and expository texts containing inconsistencies were presented one line at a time on a "page" of screen. The reading times, use of lookbacks, and verbally reported identification of inconsistencies of five classes of fifth grade pupils were examined. Results for both types of text in the three areas measured indicate the following: (1) good readers spent less time on text than did poor readers, and both groups spent less time on lookbacks than on text; (2) good readers used lookbacks more often and more strategically than did poor readers; (3) when reading expository text, poor readers used a similar number of lookbacks regardless of the presence of inconsistencies; and (4) good readers more readily identified more inconsistencies than did poor readers. Strategic use of lookbacks, rather than reading time, appears to be a sensitive behavioral indicator of good readers identification of inconsistent information, whereas neither reading time nor use of lookbacks appears to relate to poor readers' verbal identification of inconsistencies. A list of references and tables of data conclude the report. (LLZ)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC