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

Datos Bibliográficos

ID21349952
AutoresElizabeth L Tighe (0000-0002-0593-0720, Georgia State University, Atlanta, GA, USA, autor de correspondencia), Gal Kaldes (0000-0002-5429-8194, Georgia State University, Atlanta, GA, USA), Amani Talwar (0000-0003-0338-5906, American Institutes for Research, Arlington, VA, USA), Scott A Crossley (0000-0002-5148-0273, Georgia State University, Atlanta, GA, USA), Daphne Greenberg (0000-0001-8565-5433, Georgia State University, Atlanta, GA, USA), Stephen Skalicky (0000-0001-8329-4531, Victoria University of Wellington, Wellington, New Zealand)
Año2023
Volumen56
Número1
Páginas25-42
Fecha de publicación2023-01-01
Open AccessSí
TipoARTICLE
RevistaJournal of Learning Disabilities (JOURNAL)
Identificadores de la revistaISSN: 0022-2194 • E-ISSN: 1538-4780
EditorialSAGE Publications (PUBLISHER • US)
DOI10.1177/00222194221081473
PMID35321590
OpenAlexW4221050497
IdiomaEN
Referencias citadas39

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

Cognition · Cognitive psychology · Comprehension · Developmental psychology · Eye movement · Eye tracking · Linguistics · Path analysis (statistics) · Population · Reading (process) · Reading comprehension · Vocabulary · Artificial Intelligence · Computer Science · Educational Strategies and Epistemologies · Psychology · Reading and Literacy Development · Text Readability and Simplification

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