Comprehension Monitoring during Reading: An Eye-Tracking Study with Children Learning English as An Additional Language

Autor/inn/en	Hessel, Annina K.; Nation, Kate; Murphy, Victoria A.
Titel	Comprehension Monitoring during Reading: An Eye-Tracking Study with Children Learning English as An Additional Language
Quelle	In: Scientific Studies of Reading, 25 (2021) 2, S.159-178 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1088-8438
DOI	10.1080/10888438.2020.1740227
Schlagwörter	Reading Comprehension; English (Second Language); Second Language Learning; Second Language Instruction; Eye Movements; Elementary School Students; Standardized Tests; Reading Fluency; Vocabulary Development; Reading Processes; Student Attitudes; Monolingualism; Bilingualism; Comparative Analysis; Foreign Countries; Task Analysis; Reading Tests; Measures (Individuals); Scores; United Kingdom; Test of Word Reading Efficiency + Suchen Sie Ihr Suchwort? Leseverstehen; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Augenbewegung; Standadised tests; Standardisierter Test; Wortschatzarbeit; Leseprozess; Schülerverhalten; Bilingualismus; Ausland; Aufgabenanalyse; Lesetest; Messdaten; Großbritannien
Abstract	This experiment investigated comprehension monitoring in children learning English as an additional language (EAL) compared to monolinguals. Sixty-three 9-10-year-old children read texts containing an internal inconsistency (e.g. a barking kitten vs. barking puppy) while their eye movements were monitored. Standardized tests measured word reading fluency and vocabulary size and the children completed a questionnaire tapping rereading behavior. There was no overall difference between EAL and monolingual children. Regardless of EAL status, children with larger vocabularies were more efficient in their re-analysis of inconsistent information, as revealed by regressive eye movements. As efficient re-analysis of inconsistent information is essential for comprehension and is ubiquitous in proficient readers, the presence of this pattern in the children is indicative of successful online monitoring. However, rereading of inconsistent vs consistent words in the eye movement record was not related to children's self-reported rereading, not providing any support for deliberate rereading. Our findings indicate that successful online monitoring relies on strong word knowledge leading to efficient processing of texts, both for bilingual and monolingual children, and beyond deliberate rereading. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01