The development of text comprehension monitoring activities

Abstract

Relationships among text comprehension performance and comprehension monitoring activities in 4th-and 6th-graders were studied in an experiment that employed a comprehension monitoring tasks in which those subjects were required to rate their subjectively estimated achievements after their recognition tasks. The 6th-graders showed causal relations among task-related metamemory activities and their text recognition performances. This time, influence of inserted question aids upon those causal relations were observed for both story and science text materials. The results were discussed in terms of subject's use and understandings of macrostructures of text materials that had those subjects use genre-specific reading skills.

Individual Differences in Text Comprehension as a Function of Test Anxiety and Prior Knowledge

“…In other words, can one generalize the findmgs of Mitsuda (1990) and of Kinnunen and Vauras (1995) to higher education? Baker (1989) stipulated that adults who have more expertise are better readers and those who are more successful students seem to have greater awareness and control of their own cognitive activities while reading.…”

“…Evidence is found in the literature that reading comprehension performance and comprehension monitoring outcomes in primary education were most often positively related to each other (see Utsuda, 1990;Kinnunen & Vauras, 1995); however, do university students with better reading comprehension have better comprehension monitoring too? In other words, can one generalize the findmgs of Mitsuda (1990) and of Kinnunen and Vauras (1995) to higher education? Baker (1989) stipulated that adults who have more expertise are better readers and those who are more successful students seem to have greater awareness and control of their own cognitive activities while reading.…”