Children's Ability to Use Three Standards to Evaluate Their Comprehension of Text

Zabrucky, Karen M.; Moore, DeWayne

doi:10.2307/747773

Cited by 31 publications

(27 citation statements)

References 23 publications

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“…Baker & Brown, 1984;Ehrlich, 1991;Forrest-Pressley & Waller, 1984;Garner, 1987). Both verbalizeable metacognitive knowledge and comprehension monitoring become more efficient with age, and within a grade level, skilled and less-skilled readers differ on reading-related metacognitive skills (Baker, 1984;Garner & Kraus, 1982;Kletzien, 1991;Paris & Myers, 1981;Zabrucky & Moore, 1989). Results of metacognitive training studies have not been very consistent, however, with a number of studies not showing significant transfer effects (cf.…”

mentioning

confidence: 84%

Cognitive and Motivational Determinants of Reading Comprehension in Good and Poor Readers

Ehrlich

Kurtz‐Costes

Loridant

1993

Journal of Reading Behavior

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Cognitive, metacognitive, and motivational factors were examined as predictors of individual differences in the reading comprehension abilities of good and poor readers. Two hundred twenty seventh graders were measured on reading comprehension, and the top 30% and bottom 30% were identified as good and poor readers, respectively. Subjects were then measured on word recognition, metacognitive knowledge about text processing, perceived competence, and attributional beliefs about the reasons underlying academic outcomes. The results indicated that good readers in comparison to poor readers scored higher on the word recognition measure, possessed richer metacognitive knowledge, and had more positive beliefs about their academic abilities. Regression analyses indicated that word recognition and metacognition predicted reading comprehension in the whole sample; however, regression analyses within subgroups indicated that word recognition was the most important predictor variable for poor readers, whereas perceived competence predicted the reading comprehension abilities of good readers.Numerous developmental researchers have recently argued that it is time we seriously attempt to integrate cognitive, metacognitive, and motivational factors both in our theories and in our investigations of children's cognitive performance 365

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mentioning

confidence: 84%

Cognitive and Motivational Determinants of Reading Comprehension in Good and Poor Readers

Ehrlich

Kurtz‐Costes

Loridant

1993

Journal of Reading Behavior

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“…Although investigators have used narrative and expository texts (Zabrucky & Moore, 1989;Zabrucky & Ratner, 1986) in studies of students' comprehension monitoring, the effects of passage type on students' monitoring skills has not been examined directly. There have been several studies, however, in which memory for narrative and expository texts has been compared in adult subjects.…”

Section: Influence Of Passage Type On Monitoring and Memorymentioning

confidence: 99%

“…Given the sensitivity of on-line measures (Zabrucky & Rattier, 1986;1989) and problems with students' verbal reports (Winograd & Johnston, 1982;Zabrucky & Moore, 1989), these measures provide informative and unique data not readily available from students' reports, including actual strategy use and effectiveness of stategy use in readers. As for any experimental paradigm, however, these procedures may have influenced students' performance and our results.…”

Section: Limitations Of the Present Study And Suggestions For Future mentioning

confidence: 99%

“…Many types of measures have been used to assess ability to detect passage problems, including performance-based measures (e.g., underlining problems), on-line measures, and verbal report responses following reading. When verbal report or performance measures are used, good readers are found to evaluate understanding better than poor readers (Zabrucky & Moore, 1989). …”

Section: Components Of Comprehension Monitoringmentioning

confidence: 99%

“…Lexical and external consistency problems are easier for poor readers to detect than are internal consistency problems. Detection of internal consistency problems requires more thorough and integrated processing of text information than does detection of other problems, exacerbating differences between good and poor readers (Zabrucky & Moore, 1989).…”

Section: Components Of Comprehension Monitoringmentioning

confidence: 99%

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Effects of Passage Type on Comprehension Monitoring and Recall in Good and Poor Readers

Zabrucky

Ratner

1992

Journal of Reading Behavior

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An error detection paradigm was used to assess the effects of passage type on students' comprehension monitoring and recall of texts. Good and poor readers in the sixth grade (M age =12 years, 0 months) read inconsistent expository and narrative passages presented one sentence at a time. On-and off-line measures (reading times and verbal reports of passage inconsistencies) were used to examine students' comprehension evaluation, and look-backs to inconsistencies during reading were used to measure comprehension regulation. Although all students detected problems on-line, good readers were better able to verbally report on passage consistency following reading. Passage type affected regulation of understanding with students more likely to look back at inconsistencies in narratives but not expository passages. Students were more likely to reread expository passages, however, when passages did not contain problems and were less able to recall expository passage information. Implications for instruction and directions for future research are discussed.

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Socioemotional Coping and Cognitive Processes in Training Learning-Disabled Children

Vauras¹,

Lehtinen²,

Kinnunen³

et al. 1992

Contemporary Intervention Research in Learning Disabilities

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Children's Ability to Use Three Standards to Evaluate Their Comprehension of Text

Cited by 31 publications

References 23 publications

Cognitive and Motivational Determinants of Reading Comprehension in Good and Poor Readers

Cognitive and Motivational Determinants of Reading Comprehension in Good and Poor Readers

Effects of Passage Type on Comprehension Monitoring and Recall in Good and Poor Readers

Socioemotional Coping and Cognitive Processes in Training Learning-Disabled Children

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