Comprehension Monitoring Strategies for Fostering Reading Comprehension
Résumé
The present article investigates the effects of comprehension monitoring strategies on performance in reading comprehension. The monitoring techniques opted for are coding texts, restating, asking questions, thinking aloud and repair strategies. Particular attention is given to this subject matter because reading is the language skill most widely practiced in the academic context, and thus success with reading comprehension is of paramount importance for learners. Comprehension, however, is not taught as such; it is rather tested via some questions that follow the reading of a given text. Therein lays the need for finding the instructional methods which can best assist learners in improving their text understanding.Téléchargements
Références
Anderson, R.C. , Hiebert, E. , Scott, J.A., and Wilkinson, I.A.G. (1985). Becoming a
Nation of Readers: The Report of the Commission on Reading. Urbana, IL: University of Illinois, Center for the Study of Reading.
Baker, L. 2000. “Meta cognitive Skills and Reading.” In G. Schraw, and J. C. Impara
(Eds.), Issues in the Measurement of Meta cognition (pp. 99-46). Lincoln, NE: Buros Institute.
Baker, L., and Brown, A.L. (2002). “Meta cognitive Skills and Reading.” In P.D.
Pearson, M. kamil, and P. Mosenthal (eds), Handbook of Reading Research, (pp.53-95). Hillsdale: Lawrence Erlbaum Association, Inc.
Block, E.L. (1992). See how they read: Comprehension Monitoring of L 1 and L2
Readers. TESOL Quarterly.
Carrel, L.C; Gajdusek, L.; and Wise, T.(2001). Meta cognition and EFL/ ESL
Reading. London: Klawer Publishers.
Gromley, J.G. (2005)."Meta cognition, Cognitive Strategy Instruction and Reading in
Adults Literacy." Hillsdole: Lawrence Erlbaum Association.
Israel, SE (2007). Using Meta cognitive Assessments to Great Individualized Reading
Instruction. International Reading Association.
Markman, E. M. (1978). Reading that you don’t understand: A Preliminary
Investigation. Vermont Strategic Initiative.
McShane, Susan. 2005. Applying Research in Reading Instruction for Adults: First
Steps for Teachers. New Hampshire: Portsmouth.
Mier, m. (1984). Comprehension Monitoring in the Elementary Classroom. Reading
Teacher (74-77).
National Reading Panel. (2000). Teaching Children to Read: An Evidence Based
Assessment of the Scientific Research Literature on Reading and its Implications for Reading Instruction. Washington D-C. National Institute of Child Health and Human Development.
Paris, S.G., Wasik, B.A., and Turner, J.C. (1991). "The Development of Strategies
Readers." In R. Barr, M. Kamil, P.D. Pearson (eds), Handbook of Reading Research (pp.609-640) New York: Longman.
Pressley, Michael. 2002. "What Should Comprehension Instruction Be the Instruction
of ?” In R-Barr; M.L. Kamil; P.B. Mosenthal and D.Pearson (eds.), Handbook of Reading Research, (Vol-3, pp. 525-545). Mahuwah, NJ: Lawrance Erlbawn Associates.
Schraw, G. (2001). "Promoting General Meta cognitive Awareness." In H.J. Hartman (Ed.), Meta cognition in Learning and Instruction: Theory, Research, and Practice, (pp.03-16). Dodrech, Boston, London: Klwer Publishers.
Snow, C.2002. Reading for understanding: Toward an RED Program in
Reading Comprehension. Santa Monica: RAND.
Tenkersley, Karen. (2005) ” Literacy Strategies for Grades 4-12”. Reinforcing the Threads of Reading. Virginia: Association for Supervision and Curriculum Development (ASCD).
