The Process and Product of Coherence Monitoring in Young Readers: Effects of Reader and Text Characteristics
We examined sixth graders' detection of inconsistencies in narrative and expository passages, contrasting participants who were monolingual speakers (N = 85) or Spanish-English DLLs (N = 94) when recruited in pre-kindergarten (PK). We recorded self-paced reading times and judgments about whethe...
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| Published in | Scientific studies of reading Vol. 25; no. 2; pp. 141 - 158 |
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| Main Authors | , , , , , , , , , |
| Format | Journal Article |
| Language | English |
| Published |
United States
Routledge
2021
Routledge, Taylor & Francis Group |
| Subjects | |
| Online Access | Get full text |
| ISSN | 1088-8438 1532-799X 1532-799X |
| DOI | 10.1080/10888438.2020.1831503 |
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| Abstract | We examined sixth graders' detection of inconsistencies in narrative and expository passages, contrasting participants who were monolingual speakers (N = 85) or Spanish-English DLLs (N = 94) when recruited in pre-kindergarten (PK). We recorded self-paced reading times and judgments about whether the text made sense, and took an independent measure of word reading. Main findings were that inconsistency detection was better for narratives, for participants who were monolingual speakers in PK, and for those who were better word readers. When the text processing demands were increased by separating the inconsistent sentence and its premise with filler sentences there was a stronger signal for inconsistency detection during reading for better word readers. Reading patterns differed for texts for which children reported an inconsistency compared to those for which they did not, indicating a failure to adequately monitor for coherence while reading. Our performance measures indicate that narrative and expository texts make different demands on readers. |
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| AbstractList | We examined sixth graders’ detection of inconsistencies in narrative and expository passages, contrasting participants who were monolingual speakers (N = 85) or Spanish-English DLLs (N = 94) when recruited in pre-kindergarten (PK). We recorded self-paced reading times and judgments about whether the text made sense, and took an independent measure of word reading. Main findings were that inconsistency detection was better for narratives, for participants who were monolingual speakers in PK, and for those who were better word readers. When the text processing demands were increased by separating the inconsistent sentence and its premise with filler sentences there was a stronger signal for inconsistency detection during reading for better word readers. Reading patterns differed for texts for which children reported an inconsistency compared to those for which they did not, indicating a failure to adequately monitor for coherence while reading. Our performance measures indicate that narrative and expository texts make different demands on readers. We examined sixth graders' detection of inconsistencies in narrative and expository passages, contrasting participants who were monolingual speakers (N = 85) or Spanish-English DLLs (N = 94) when recruited in pre-kindergarten (PK). We recorded self-paced reading times and judgments about whether the text made sense, and took an independent measure of word reading. Main findings were that inconsistency detection was better for narratives, for participants who were monolingual speakers in PK, and for those who were better word readers. When the text processing demands were increased by separating the inconsistent sentence and its premise with filler sentences there was a stronger signal for inconsistency detection during reading for better word readers. Reading patterns differed for texts for which children reported an inconsistency compared to those for which they did not, indicating a failure to adequately monitor for coherence while reading. Our performance measures indicate that narrative and expository texts make different demands on readers. We examined sixth graders' detection of inconsistencies in narrative and expository passages, contrasting participants who were monolingual speakers (N = 85) or Spanish-English DLLs (N = 94) when recruited in pre-kindergarten (PK). We recorded self-paced reading times and judgments about whether the text made sense, and took an independent measure of word reading. Main findings were that inconsistency detection was better for narratives, for participants who were monolingual speakers in PK, and for those who were better word readers. When the text processing demands were increased by separating the inconsistent sentence and its premise with filler sentences there was a stronger signal for inconsistency detection during reading for better word readers. Reading patterns differed for texts for which children reported an inconsistency compared to those for which they did not, indicating a failure to adequately monitor for coherence while reading. Our performance measures indicate that narrative and expository texts make different demands on readers.We examined sixth graders' detection of inconsistencies in narrative and expository passages, contrasting participants who were monolingual speakers (N = 85) or Spanish-English DLLs (N = 94) when recruited in pre-kindergarten (PK). We recorded self-paced reading times and judgments about whether the text made sense, and took an independent measure of word reading. Main findings were that inconsistency detection was better for narratives, for participants who were monolingual speakers in PK, and for those who were better word readers. When the text processing demands were increased by separating the inconsistent sentence and its premise with filler sentences there was a stronger signal for inconsistency detection during reading for better word readers. Reading patterns differed for texts for which children reported an inconsistency compared to those for which they did not, indicating a failure to adequately monitor for coherence while reading. Our performance measures indicate that narrative and expository texts make different demands on readers. |
| Audience | Intermediate Grades Grade 6 Middle Schools Elementary Education |
| Author | Restrepo, Maria Adelaida Thompson, Marilyn S. Francey, Gillian Gray, Shelley Cain, Kate Ciraolo, Margeaux F. Currie, Nicola K. Hu, Jinxiang Davies, Robert Bridges, Mindy S. |
| AuthorAffiliation | c Department of Hearing and Speech, University of Kansas Medical Center, Kansas City, Kansas, USA d Denny Sanford School of Social and Family Dynamics, Arizona State University, Tempe, Arizona, USA e Department of Biostatistics & Data Science, University of Kansas Medical Center, Kansas City, Kansas, USA a Department of Psychology, Lancaster University, Lancaster, UK b College of Health Solutions, Arizona State University, Tempe, Arizona, USA |
| AuthorAffiliation_xml | – name: c Department of Hearing and Speech, University of Kansas Medical Center, Kansas City, Kansas, USA – name: d Denny Sanford School of Social and Family Dynamics, Arizona State University, Tempe, Arizona, USA – name: a Department of Psychology, Lancaster University, Lancaster, UK – name: b College of Health Solutions, Arizona State University, Tempe, Arizona, USA – name: e Department of Biostatistics & Data Science, University of Kansas Medical Center, Kansas City, Kansas, USA |
| Author_xml | – sequence: 1 givenname: Nicola K. surname: Currie fullname: Currie, Nicola K. organization: Lancaster University – sequence: 2 givenname: Gillian surname: Francey fullname: Francey, Gillian organization: Lancaster University – sequence: 3 givenname: Robert surname: Davies fullname: Davies, Robert organization: Lancaster University – sequence: 4 givenname: Shelley surname: Gray fullname: Gray, Shelley organization: College of Health Solutions, Arizona State University – sequence: 5 givenname: Mindy S. surname: Bridges fullname: Bridges, Mindy S. organization: University of Kansas Medical Center – sequence: 6 givenname: Maria Adelaida surname: Restrepo fullname: Restrepo, Maria Adelaida organization: College of Health Solutions, Arizona State University – sequence: 7 givenname: Marilyn S. surname: Thompson fullname: Thompson, Marilyn S. organization: Arizona State University – sequence: 8 givenname: Margeaux F. surname: Ciraolo fullname: Ciraolo, Margeaux F. organization: College of Health Solutions, Arizona State University – sequence: 9 givenname: Jinxiang surname: Hu fullname: Hu, Jinxiang organization: University of Kansas Medical Center – sequence: 10 givenname: Kate orcidid: 0000-0003-2780-188X surname: Cain fullname: Cain, Kate email: k.cain@lancaster.ac.uk organization: Lancaster University |
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| SubjectTerms | Beginning reading Bilingual Students Critical Reading Elementary School Students English Grade 6 Kindergarten Middle school students Monolingualism Narratives Reader Text Relationship Reading Reading Comprehension Reading Processes Reading Rate Reading Strategies Sentences Spanish Spanish language Word Processing |
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| Title | The Process and Product of Coherence Monitoring in Young Readers: Effects of Reader and Text Characteristics |
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