A,B seeing: The role of constructive processes in children's comprehension monitoring.

Claire N. Rubman · Harriet Salatas Waters

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Reading and Literacy Development Second Language Acquisition and Learning Visual and Cognitive Learning Processes

Abstract

Using E. M. Markman's (1977, 1979) comprehension-monitoring paradigm, 192 skilled and less skilled readers from 3rd and 6th grade read stories containing inconsistent information. Half of the students constructed a storyboard representation of the story using plastic cutout figures placed on a background storyboard; half only read the text. Storyboard construction enhanced the integration of text propositions and increased inconsistency detection, particularly for less skilled readers. A story recall test also revealed significant effects of storyboard construction on the encoding and recall of critical propositions. These findings were interpreted in terms of the dual effects of storyboard construction on enhanced encoding and memory and its demands on proposition integration. Furthermore, it is proposed that storyboard construction can serve as a basis for effective intervention and training of proposition integration skills.

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References

1991Handbook of reading research 1984Reciprocal Teaching of Comprehension-Fostering and Comprehension-Monitoring Activities 1977Perspectives on the Development of Memory and Cognition 1988Metacognition and reading comprehension 1987Children's Metacognition About Reading: issues in Definition, Measurement, and Instruction 2013Theory and Practice of Early Reading 1984Informed Strategies for Learning: A program to improve children's reading awareness and comprehension.1979Realizing That You Don't Understand: Elementary School Children's Awareness of Inconsistencies

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