Individual and developmental differences in reading monitoring: When and how do children evaluate their comprehension? |
| |
Authors: | Elsa Eme Minna Puustinen Béatrice Coutelet |
| |
Institution: | 1. Laboratoire Langage and Cognition, University of Poitiers, CNRS, MSHS, 99 avenue du Recteur Pineau, 86000, Poitiers, France
|
| |
Abstract: | This paper examines evaluation in reading. Evaluation refers to the processes by which readers monitor their ongoing text
comprehension to assess performance and task difficulties. Monitoring is assumed to explain a large proportion of individual
differences in text comprehension, in that individuals need to be aware of their objectives and difficulties in order to adjust
their strategies to match task requirements. The participants were French children in grades 3 and 5. Study 1 examined their
evaluation-related knowledge (i.e., knowledge about reading objectives, sources of difficulties, comprehension awareness).
Study 2 examined the children’s actual evaluation behavior during a comprehension task. The results showed that few children
provided elaborate verbalizable knowledge about reading tasks, goals and corresponding skills, and that in most cases the
children were highly confident in their responses to text comprehension questions, regardless of the correctness of their
answer. The contribution of metalinguistic awareness to literacy acquisition as well as the implications of this type of study
for educational practice are discussed. |
| |
Keywords: | |
本文献已被 SpringerLink 等数据库收录! |
|