Coherence monitoring by good and poor comprehenders in elementary school: Comparing offline and online measures

Helder, Anne; Leijenhorst, Linda Van; Broek, Paul van den

doi:10.1016/j.lindif.2016.02.008

Cited by 35 publications

(41 citation statements)

References 29 publications

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“…Comprehension monitoring improves between 8 and 11 years (Helder, van Leijenhorst, & van den Broek, 2016). Research that has compared performance on different types of errors demonstrates comprehension monitoring even in 5 year-olds with improvements seen up to the age of 11 (Baker, 1984).…”

Section: Development Of Comprehension Monitoring Among Beginning Readersmentioning

confidence: 98%

Development of comprehension monitoring in beginner readers

Yeomans-Maldonado

2017

Read Writ

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The current study was designed to understand the development of comprehension monitoring among beginner readers from first to third grade, and to determine the extent to which first graders' comprehension monitoring predicts reading comprehension in grade three. Participants were 113 children (57% female) from four US states who were followed from Grade 1 (M = 7 years, SD = 4 months) to Grade 3 (M = 9 years, SD = 4 months). Measures included decoding, vocabulary, working memory, comprehension monitoring, and reading comprehension.Children's ability to monitor comprehension grew significantly from first to third grade, with a deceleration in growth over time. In addition, comprehension monitoring in Grade 1 made a significant contribution to reading comprehension in Grade 3, even after controlling for decoding, vocabulary, and working memory. Together, these findings supplement our understanding of young readers' development of comprehension monitoring as well as its association with reading comprehension at a later time. Practical implications of the results in the context of providing support for higher-level language skills in beginning reading instruction are discussed.

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Section: Development Of Comprehension Monitoring Among Beginning Readersmentioning

confidence: 98%

Development of comprehension monitoring in beginner readers

Yeomans-Maldonado

2017

Read Writ

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“…Participants read 32 six-sentence narratives that were previously used in a behavioral study (Helder, van Leijenhorst, & van den Broek, 2016) based on the contradiction paradigm developed by O'Brien and colleagues (e.g., Albrecht & O'Brien, 1993;O'Brien & Albrecht, 1992;O'Brien et al, 1998) while in the scanner. Each narrative consisted of an introductory first sentence followed by a second sentence that described a situation or a characteristic of the protagonist.…”

Section: Coherence-break Detection Taskmentioning

confidence: 99%

Neural Correlates of Coherence-Break Detection During Reading of Narratives

Helder

Broek

Karlsson

et al. 2017

Scientific Studies of Reading

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“…But it is also clear that readersboth adults and children-often fail to recognize that there are connections between elements of information, even in single texts (Albrecht & O'Brien, 1993;Helder, Van Leijenhorst, & van den Broek, 2016;van der Schoot, Reijntjes, & van Lieshout, 2012). This is particularly the case when texts contain incomplete and (seemingly) inconsistent sections that can only be resolved by making an inference (i.e., by drawing conclusions based on the combined information across multiple texts).…”

Section: Integration Processes and Integration In Memorymentioning

confidence: 99%

“…Although under some circumstances children are able to spontaneously integrate information during reading (Coté, Goldman, & Saul, 1998;Lynch & van den Broek, 2007;McMaster et al, 2012), it is often the case that children struggle with tasks that require spontaneous integration of information. For example, they have difficulty detecting internal inconsistencies (Markman, 1979;Oakhill, Hartt, & Samols, 2005), or repairing inconsistencies once detected (Helder et al, 2016;van der Schoot et al, 2012). These findings dovetail with those on adult readers that show that even experienced readers often fail to detect inconsistencies within a text unless they are prompted by specific reading goals or by textual cues that highlight the inconsistencies (e.g., Albrecht & Myers, 1995;Lea, Mulligan, & Walton, 2005).…”

Section: Integration Within Single Textsmentioning

confidence: 99%

“…Single-text processing studies have demonstrated that integrative processes are more difficult for children with poor reading comprehension skills and for children with low working-memory abilities (Cain & Oakhill, 2007;Helder et al, 2016;Long, Oppy, & Seely, 1997;McMaster et al, 2012;van der Schoot et al, 2012). Measures of reading comprehension ability and working memory were included in the current study to determine whether they interact with integration across multiple texts during reading.…”

Section: Individual and Developmental Differencesmentioning

confidence: 99%

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Children’s integration of information across texts: reading processes and knowledge representations

2018

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Constructing a knowledge representation from multiple texts requires the integration of information across texts. The aim of the current study was to investigate how elementary school students integrate information across multiple text passages and, particularly, whether students use information from a prior text to improve understanding of a current text. A sample of 105 children in grades 4 and 6 participated in the experiment. The multiple-text integration paradigm was used to study integration processes across texts during reading. Recall and (application) questions were used to investigate the extent to which information from different text passages was integrated into knowledge representations after reading. Individual differences in reading comprehension ability and working memory were also considered. The results indicate that children in both grades spontaneously activate information from an earlier text to aid their understanding during reading, and that they integrate information across texts in their knowledge representations. This was the case regardless of grade or individual differences in reading-comprehension ability and working memory. These findings provide insight into the mechanisms that may be involved in the integration of information across texts.

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Coherence monitoring by good and poor comprehenders in elementary school: Comparing offline and online measures

Cited by 35 publications

References 29 publications

Development of comprehension monitoring in beginner readers

Development of comprehension monitoring in beginner readers

Neural Correlates of Coherence-Break Detection During Reading of Narratives

Children’s integration of information across texts: reading processes and knowledge representations

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