The development of text comprehension monitoring activities

Abstract

Relationships among text comprehension performance and comprehension monitoring activities in 71 4th and 6th graders were studied in an experiment that employed a comprehension monitoring task in which Ss rated their subjectively estimated achievements after their recognition tasks. The 6th graders showed causal relations among task-related metamemory activities and their text recognition performances. Influence of inserted question aids on those causal relations were observed for both story and science text materials. Results are discussed in terms of Ss' use and understanding of macrostructures of text materials that had those Ss use genre-specific reading skills. (PsycINFO Database Record (c) 2010 APA, all rights reserved).