Elham Zargar|Ashley Adams|Carol McDonald Connor
The relations between children's comprehension monitoring and their reading comprehension and vocabulary knowledge: an eye-movement study
University of California, Irvine|University of California, Irvine|University of California, Irvine
poor reading comprehension may due ineffective comprehension monitoring metacognitive process evaluating regulating comprehension comprehension breaks due inconsistency either wordlevel eg due unfamiliar word sentencelevel eg due contradictory information readers may identify misunderstanding take steps regulate comprehension current study utilized two eyemovement tasks one newly developed examine comprehension monitoring third fifth grade students n 123 confronted word sentencelevel inconsistencies measuring amount time read gaze duration reread target inconsistent words investigated skill may associated individual differences age reading comprehension ability vocabulary knowledge results showed generally students detected wordlevel inconsistencies indicated longer gaze durations attempted regulate comprehension detecting word sentencelevel inconsistencies indicated time spent rereading students stronger reading comprehension controlling vocabulary stronger vocabulary knowledge controlling reading comprehension likely attempt regulating comprehension general difference control words inconsistent words smaller third graders larger fourth fifth graders argue indicates greater levels comprehension monitoringspecifically employing repair strategies eyetracking technology becoming accessible tasks may useful assessing childrens reading processes better understand level comprehension monitoring may struggling return allow us develop individualized instruction readers