ArticleScientific studies of reading : the official journal of the Society for the Scientific Study of Reading
Individual differences in fifth graders' reading and language predict their comprehension monitoring development: An eye-movement study.
Article in Scientific studies of reading : the official journal of the Society for the Scientific Study of Reading. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 13 papers.
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Who cites it
13 citing papers in PubMed.
- Transferable Modulation of Cognitive Control: The Cross-Task Role of Conflict Adaptation in Thematic Roles Assignment in Chinese.Behavioral sciences (Basel, Switzerland) · 2025Article
- A measure of individual differences in readers' approaches to text and its relation to reading experience and reading comprehension.Behavior research methods · 2023Article
- Online inference making and comprehension monitoring in children during reading: Evidence from eye movements.Quarterly journal of experimental psychology (2006) · 2021Article
- The Contributions of Language Skills and Comprehension Monitoring to Chinese Reading Comprehension: A Longitudinal Investigation.Frontiers in psychology · 2021Article
- The Process and Product of Coherence Monitoring in Young Readers: Effects of Reader and Text Characteristics.Scientific studies of reading : the official journal of the Society for the Scientific Study of Reading · 2021Article
- Reading development at the text level: an investigation of surprisal and embeddingbased text similarity effects on eyemovements in Chinese early readers.Journal of eye movement research · 2020Article
- The Relations Between Children's Comprehension Monitoring and Their Reading Comprehension and Vocabulary Knowledge: An Eye-Movement Study.Reading and writing · 2020Article
- Building Word Knowledge, Learning Strategies, and Metacognition with the Word-Knowledge E-Book.Computers & education · 2019Article
- Does Online Comprehension Monitoring Make a Unique Contribution to Reading Comprehension in Beginning Readers? Evidence from Eye Movements.Scientific studies of reading : the official journal of the Society for the Scientific Study of Reading · 2018Article
- A Comparison of Eye Movement Measures across Reading Efficiency Quartile Groups in Elementary, Middle, and High School Students in the U.S.Journal of eye movement research · 2017Article
- Reading comprehension of ambiguous sentences by school-age children with autism spectrum disorder.Autism research : official journal of the International Society for Autism Research · 2017Article
- A Lattice Model of the Development of Reading Comprehension.Child development perspectives · 2016Article
- Opening a Window into Reading Development: Eye Movements' Role Within a Broader Literacy Research Framework.School psychology review · 2013Article
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Authors and funding
6 authors.
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Abstract
In this study, we investigated fifth-graders' (n=52) fall literacy, academic language, and motivation, and how these skills predicted fall and spring comprehension monitoring on an eye movement task. Comprehension monitoring was defined as the identification and repair of misunderstandings when reading text. In the eye movement task, children read two sentences; the second included either a plausible or implausible word in the context of the first sentence. Stronger readers had shorter reading times overall suggesting faster processing of text. Generally fifth-graders reacted to the implausible word (i.e., longer gaze duration on the implausible v. the plausible word, which reflects lexical access). Students with stronger academic language, compared to those with weaker academic language, generally spent more time re-reading the implausible target compared to the plausible target. This difference increased from fall to spring. Results support the centrality of academic language for meaning integration, setting standards of coherence, and utilizing comprehension repair strategies.
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