Carol McDonald Connor|Ralph Radach|Christian Vorstius|Stephanie Day|Leigh McLean|Frederick J. Morrison
Individual Differences in Fifth Graders’ Literacy and Academic Language Predict Comprehension Monitoring Development: An Eye-Movement Study
Arizona State University|University of Wuppertal|University of Wuppertal|Arizona State University|Arizona State University|University of Michigan–Ann Arbor
study investigated fifth graders n 52 fall literacy academic language motivation skills predicted fall spring comprehension monitoring eye movement task comprehension monitoring defined identification repair misunderstandings reading text eye movement task children read two sentences second included either plausible implausible word context first sentence stronger readers shorter reading times overall suggesting faster processing text generally fifth graders reacted implausible word ie longer gaze duration implausible vs plausible word reflects lexical access students stronger academic language compared weaker academic language generally spent time rereading implausible target compared plausible target difference increased fall spring results support centrality academic language meaning integration setting standards coherence utilizing comprehension repair strategies