ERIC Number: ED181425
Record Type: RIE
Publication Date: 1980-Jan
Reference Count: 0
Comprehension Monitoring and the Error Detection Paradigm. Technical Report No. 153.
Winograd, Peter; Johnston, Peter
In a study that examined the conditions that were likely to facilitate error detection, it was hypothesized that poor readers' comprehension monitoring abilities would improve if they were given assistance in selecting the appropriate schema for understanding a passage. When the hypothesis was tested with 20 sixth grade students in an error detection task, however, no evidence was found to support the notion that schema activation would significantly improve poor readers' error detection abilities. The results did indicate that while good readers were significantly better at error detection than were poor readers, a surprising number of children failed to report some very blatant errors. Although these results are in agreement with earlier studies using the same task, it seems questionable to conclude that sixth graders are lacking in metacognitive abilities. An analysis of the results indicates five major difficulties in using the error detection paradigm: determining why subjects do not overtly respond to the presence of errors in the text; determining which criteria for comprehension subjects have chosen to apply; adequately specifying the kind, magnitude, and placement of target errors; overrelying on probes as dependent measures; and overrelying on subjects' verbal reports about their own cognitive processes. (RL)
Publication Type: Reports - Research
Education Level: N/A
Sponsor: National Inst. of Education (DHEW), Washington, DC.
Authoring Institution: Illinois Univ., Urbana. Center for the Study of Reading.; Bolt, Beranek and Newman, Inc., Cambridge, MA.
Identifiers: Center for the Study of Reading IL; Schemata