Do Struggling Adult Readers Monitor Their Reading? Understanding the Role of Online and Offline Comprehension Monitoring Processes during Reading

Autor/inn/en	Tighe, Elizabeth L.; Kaldes, Gal; Talwar, Amani; Crossley, Scott A.; Greenberg, Daphne; Skalicky, Stephen
Titel	Do Struggling Adult Readers Monitor Their Reading? Understanding the Role of Online and Offline Comprehension Monitoring Processes during Reading
Quelle	In: Journal of Learning Disabilities, 56 (2023) 1, S.25-42 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Tighe, Elizabeth L.) ORCID (Talwar, Amani) ORCID (Skalicky, Stephen)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-2194
DOI	10.1177/00222194221081473
Schlagwörter	Reading Difficulties; Adults; Reading Skills; Adult Literacy; Reading Comprehension; Self Evaluation (Individuals); Evaluation Methods; Eye Movements; Georgia + Suchen Sie Ihr Suchwort? Reading difficulty; Leseschwierigkeit; Reading skill; Lesefertigkeit; Leseverstehen; Augenbewegung
Abstract	Comprehension monitoring is a meta-cognitive skill that is defined as the ability to self-evaluate one's comprehension of text. Although it is known that struggling adult readers are poor at monitoring their comprehension, additional research is needed to understand the mechanisms underlying comprehension monitoring and their role in reading comprehension in this population. This study used a comprehension monitoring task with struggling adult readers, which included online eye movements (reread and regression path durations) and an offline verbal protocol (oral explanations of key information). We examined whether eye movements predicted accuracy on the passages' reading comprehension questions, a norm-referenced reading assessment, and an offline verbal protocol after controlling for age and traditional component skills (i.e., decoding, oral language, working memory). Regression path duration uniquely predicted accuracy on the questions; however, decoding and oral vocabulary were the most salient predictors of the norm-referenced reading comprehension measure. Regression path duration also predicted the offline verbal protocol, such that those who exhibited longer regression path duration were also better at explaining key information. These results contribute to the literature regarding struggling adults' reading component skills, eye movement behaviors involved in processing connected text, and future considerations in assessing comprehension monitoring. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01