Measuring Comprehension Monitoring with the Inconsistency Task in Adolescents: Stability, Associations with Reading Comprehension Skills, and Differences between Grade Levels

Autor/inn/en	Tibken, Catharina; Richter, Tobias; Wannagat, Wienke; Schmiedeler, Sandra; von der Linden, Nicole; Schneider, Wolfgang
Titel	Measuring Comprehension Monitoring with the Inconsistency Task in Adolescents: Stability, Associations with Reading Comprehension Skills, and Differences between Grade Levels
Quelle	In: Discourse Processes: A Multidisciplinary Journal, 59 (2022) 5-6, S.439-461 (23 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Tibken, Catharina)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0163-853X
DOI	10.1080/0163853X.2022.2073736
Schlagwörter	Grade 6; Grade 7; Grade 8; Grade 9; Comprehension; Metacognition; Reading Comprehension; Instructional Program Divisions; Reliability; Cognitive Ability; Short Term Memory; Foreign Countries; Age Differences; Germany + Suchen Sie Ihr Suchwort? School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; School year 09; 9. Schuljahr; Schuljahr 09; Verstehen; Verständnis; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Leseverstehen; Reliabilität; Denkfähigkeit; Kurzzeitgedächtnis; Ausland; Age; Difference; Age difference; Altersunterschied; Deutschland
Abstract	The inconsistency task is used to measure metacognitive monitoring in text comprehension via online (reading time) and offline measures (number of detected inconsistencies). Few studies have examined stability in task performance and interindividual differences. We addressed these issues with adolescents (N = 341) in Grades 6/7 (Mage = 12.02 years) and 8/9 (Mage = 14.07 years) at two measurement points and with expository texts. Performance in the offline and online measures were quite stable over one year with lower stability in the online measure. The two measures were only weakly associated. Only the offline measure was related to reading comprehension skills. Older (vs. younger) students performed better in the offline measure. The effect of grade level on the offline measure was mediated by intelligence and working memory capacity. Thus, the offline measure seems to be a better indicator of individual differences in comprehension monitoring in secondary school. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01