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ERIC Number: EJ1067160
Record Type: Journal
Publication Date: 2015
Pages: 26
Abstractor: As Provided
Reference Count: 83
ISBN: N/A
ISSN: ISSN-0163-853X
Effects of an Inconsistency-Detection Training Aimed at Improving Comprehension Monitoring in Primary School Children
Wassenburg, Stephanie I.; Bos, Lisanne T.; de Koning, Björn B.; van der Schoot, Menno
Discourse Processes: A multidisciplinary journal, v52 n5-6 p463-488 2015
Grounded within the situation model framework, this study investigated the effectiveness of a reading comprehension strategy training aimed at improving children's comprehension monitoring strategies. Sixty-four third and fourth graders received a 4-week training targeted at situation model updating, evaluative and self-regulatory strategies, and metacognitive awareness. A group (n = 51) following the school's regular reading comprehension curriculum served as the control group. The inconsistency-detection training was expected to show a pretest-to-posttest enhancement in comprehension monitoring strategies (measured with the inconsistency-detection paradigm), general reading comprehension, and reading motivation. Results showed that, compared with the control group, fourth graders' inconsistency-detection performance significantly improved after the inconsistency-detection training. Third graders did not show a significant gain. General reading comprehension and reading motivation scores were promising for children receiving the inconsistency-detection training. In summary, our inconsistency-detection training was an effective means to enhance children's use of monitoring strategies required for constructing and updating a coherent situation model and to transfer these strategies to novel texts.
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: Elementary Education; Grade 3; Primary Education; Early Childhood Education; Grade 4; Intermediate Grades
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Netherlands