Comprehension monitoring and the level of comprehension in high- and low-achieving primary school children's reading

Kinnunen, Riitta; Vauras, Marja

doi:10.1016/0959-4752(95)00009-r

Cited by 77 publications

(59 citation statements)

References 28 publications

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“…A compreensão textual é, portanto, um processo de construção e integração. Com o desenvolvimento de habilidades lingüístico-cognitivas relacionadas à leitura, o leitor vai adquirindo recursos que lhe permitem avançar de um nível mais básico de leitura, como decodificar e entender o significado de palavras e frases simples, até um nível mais complexo de compreensão leitora (Kinnunen & Vauras, 1995).…”

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“…Leitores habilidosos possuem habilidades metacognitivas sofisticadas (Kinnunen & Vauras, 1995). Habilidades metacognitivas permitem ao sujeito conhecer e utilizar seus recursos cognitivos, assim como manipular meios mais adequados para a execução de uma tarefa ou emprego de um dado procedimento (Ribeiro, 2003).…”

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“…Habilidades metacognitivas permitem ao sujeito conhecer e utilizar seus recursos cognitivos, assim como manipular meios mais adequados para a execução de uma tarefa ou emprego de um dado procedimento (Ribeiro, 2003). O leitor, ao fazer uso de habilidades metacognitivas, emprega mecanismos de autorregulação, o que inclui a habilidade para monitorar a compreensão durante o processo de integração da informação na leitura (Kinnunen & Vauras, 1995).…”

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“…O monitoramento envolve dois processos básicos: a detecção e a regulação (Hacker, 1997;Kinnunen & Vauras, 1995;Oakhill, Hartt, & Samols, 2005). Leitores habilidosos utilizam o monitoramento de forma cuidadosa e metódica, detectando inconsistências no texto, mesmo que tais inconsistências estejam em sentenças distantes .…”

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Desenvolvimento da compreensão leitora através do monitoramento da leitura

Lucia¹,

Corrêa²

2010

Psicol. Reflex. Crit.

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ResumoEste estudo teve como objetivo examinar o progresso da compreensão leitora através do desenvolvimento da habilidade de monitoramento a partir do emprego do paradigma de detecção de erros. Adolescentes distribuídos nos grupos experimental e controle realizaram as tarefas de monitoramento e leitura (teste de Cloze) como pré-teste e pós-teste, tendo sido controladas: habilidade verbal, atenção e memória de trabalho. Os grupos não diferiram em suas habilidades lingüístico-cognitivas, nem em seu desempenho nas tarefas do pré-teste. Após a intervenção, o grupo experimental foi significativamente melhor do que o grupo controle nas tarefas de leitura e de monitoramento. Tais evidências sugerem que o progresso no desenvolvimento da compreensão de texto está relacionado à eficiência com que os adolescentes monitoram sua leitura. Palavras-chave: Monitoramento; Intervenção; Leitura; Adolescente. AbstractThe present study examines whether the development of monitoring strategies improves textual comprehension skills using an error detection methodology for checking it. Adolescents distributed into experimental and control groups were presented to the monitoring and cloze tasks of pre-and post-tests where tasks like verbal ability, attention and working memory were controlled. The experimental and control groups did not differ in their linguistic-cognitive abilities or in their performance in the pre-test tasks. However, the performance of the experimental group was significantly better than the control group in the reading and monitoring tasks carried out after the intervention. The evidences found in this study suggest that text comprehension can be improved by the efficiency adolescents monitor their reading process.

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Desenvolvimento da compreensão leitora através do monitoramento da leitura

Lucia¹,

Corrêa²

2010

Psicol. Reflex. Crit.

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“…Young children have a difficult time understanding the question prompts and do not always respond appropriately, rather only guessing at an answer. Informal strategies such as think alouds (Baumann, Jones, & Seifert-Kessell, 1993), reciprocal teaching (Palincsar & Brown, 1984), and look-backs (Franks et al, 2013;Kinnunen & Vauras, 1995) have been used successfully with primary grade children, but do not provide specific feedback on metacognitive strategy awareness.…”

Section: Assessment Of Metacognitive Strategy Knowledgementioning

confidence: 99%

Assessing Reading Metacognitive Strategy Awareness of Young Children: The Reading Metacognitive Strategy Picture Protocol

Cobb

2016

L & L

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The Reading Metacognitive Strategy Picture Protocol (RMSPP) is an informal, authentic, naturalistic diagnostic tool for classroom teachers and clinicians to use with children as young as kindergarten to assess students' knowledge and awareness of metacognitive strategies. This article describes the RMSPP and how it was implemented in one informal project with 139 kindergarten -third graders, illustrating the usefulness of this picture protocol response technique with young children.This article describes an informal, authentic, naturalistic diagnostic tool for classroom teachers to use with children as young as kindergarten to assess students' knowledge and awareness of metacognitive strategies. The instrument -The Reading Metacognitive Strategy Picture Protocol (RMSPP) uses photographs of good readers in informal conversations about children's habits and behaviors before, during, and after reading, with an optional question which integrates children's representational drawings. The picture protocol response technique can also be implemented by special educators or clinicians as well as classroom teachers for instructional planning, having also been used successfully in individual clinical assessments. This article describes the RMSPP and how it was implemented in one informal project with 139 kindergarten -third graders, illustrating the usefulness of the RMSPP with young children.Experienced reading teachers today know from the well-established research base that efficient, strategic readers display awareness of comprehension strategies, and struggling readers often do not. Instruction in this important component has proven to be an important aspect of classroom curricula

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Multiple comprehension strategies instruction in the intermediate grades: three remarks about content and pedagogy in the intervention literature

Davis

2013

Review of Education

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This conceptual article provides an overview and critique of the major versions of multiple comprehension strategies instruction (MCSI) that have been studied since 1980. The author argues that MCSI is a multifaceted instructional approach that takes on many different forms in the research literature. Even intervention studies that ostensibly examine the same brand of MCSI can have drastic variability in content and pedagogy. The author claims that independent and self-regulated reading practices are underemphasized in this literature despite strong conceptual roots in self-regulation and metacognitive learning theory. Finally, the author concludes that many MCSI studies present a proceduralized view of strategic reading, characterized by repeated use of common strategies taught to students in a prescribed sequence. While previous reviews and critiques of the reading comprehension literature have focused on the effectiveness of MCSI and the way it has been inadequately translated into typical practice, this article comments on the way MCSI is carried out in the intervention literature itself with the goal of understanding the pedagogical features that are prioritized by MCSI researchers. The interpretive remarks in this article provide directions for future work on reading comprehension instruction. IntroductionMultiple comprehension strategies instruction (MCSI) is the term used in this article to refer to the wide body of instructional approaches for teaching upper elementary and middle school students to orchestrate two or more comprehension strategies to actively construct meaning from text. Multiple strategies approaches have been studied extensively in numerous countries during the past 30 years (National Institute of Child Health and Human Development [NICHD], 2000), beginning with Palincsar and Brown's (1984) influential Reciprocal Teaching approach and Paris et al. 's (1984) Informed Strategies for Learning curriculum. The strategies that often get included in these approaches include: comprehension monitoring, making predictions, attending to main ideas, and making connections across texts and experiences, to name a few.The strategies that are taught in MCSI are used consciously and volitionally during reading (Alexander et al., 1998;Afflerbach et al., 2008;Afflerbach & Cho, 2009) Review of Education Vol. 1, No. 2, June 2013, pp. 194-224 DOI: 10.1002 and enhancing their textual interaction. Strategies serve a metacognitive purpose by helping a reader notice when a comprehension breakdown occurs and to set into motion a strategic plan for resolving the problem (Wagoner, 1983;Palincsar & Brown, 1984). For example, a reader might put her or himself in a 'watcher' state and carefully look for inconsistencies in the meaning that is drawn from the text (Bereiter & Bird, 1985). Once a comprehension breakdown has been identified, one or more cognitive strategies can deployed to serve a repair-or fix-up-role (Duffy & Roehler, 1987; Casteel et al., 2000). Strategy use does not always presuppose a breakdown in...

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Comprehension monitoring and the level of comprehension in high- and low-achieving primary school children's reading

Cited by 77 publications

References 28 publications

Desenvolvimento da compreensão leitora através do monitoramento da leitura

Desenvolvimento da compreensão leitora através do monitoramento da leitura

Assessing Reading Metacognitive Strategy Awareness of Young Children: The Reading Metacognitive Strategy Picture Protocol

Multiple comprehension strategies instruction in the intermediate grades: three remarks about content and pedagogy in the intervention literature

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