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ERIC Number: EJ1050863
Record Type: Journal
Publication Date: 2015
Pages: 21
Abstractor: As Provided
Reference Count: 70
ISBN: N/A
ISSN: ISSN-1088-8438
Individual Differences in Fifth Graders' Literacy and Academic Language Predict Comprehension Monitoring Development: An Eye-Movement Study
Connor, Carol McDonald; Radach, Ralph; Vorstius, Christian; Day, Stephanie L.; McLean, Leigh; Morrison, Frederick J.
Scientific Studies of Reading, v19 n2 p114-134 2015
In this study, we investigated fifth graders' (n = 52) fall literacy, academic language, and motivation and how these skills predicted fall and spring comprehension monitoring on an eye movement task. Comprehension monitoring was defined as the identification and repair of misunderstandings when reading text. In the eye movement task, children read two sentences; the second included either a plausible or implausible word in the context of the first sentence. Stronger readers had shorter reading times overall suggesting faster processing of text. Generally fifth graders reacted to the implausible word (i.e., longer gaze duration on the implausible vs. the plausible word, which reflects lexical access). Students with stronger academic language, compared to those with weaker academic language, generally spent more time rereading the implausible target compared to the plausible target. This difference increased from fall to spring. Results support the centrality of academic language for meaning integration, setting standards of coherence, and utilizing comprehension repair strategies.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 5; Intermediate Grades; Middle Schools; Elementary Education
Audience: N/A
Language: English
Sponsor: Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD) (NIH); Institute of Education Sciences (ED)
Authoring Institution: N/A
Identifiers - Location: Florida
Identifiers - Assessments and Surveys: Gates MacGinitie Reading Tests; Woodcock Johnson Tests of Achievement
IES Funded: Yes
Grant or Contract Numbers: R21 R21HD062834; R01HD48539; R305H04013; R305B070074; R305F100027