Students’ and teachers’ monitoring and regulation of students’ text comprehension: Effects of comprehension cue availability

Van de Pol, Janneke; De Bruin, Anique B. H.; van Loon, Mariëtte H.; Van Gog, Tamara (2019). Students’ and teachers’ monitoring and regulation of students’ text comprehension: Effects of comprehension cue availability. Contemporary Educational Psychology, 56, pp. 236-249. Elsevier 10.1016/j.cedpsych.2019.02.001

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For regulation of text learning to be effective, students need to accurately monitor their text comprehension. Similarly, to provide adaptive instruction, teachers need to accurately monitor and regulate students’ text comprehension. Performing generative activities prior to monitoring has been suggested to provide students with diagnostic cues, improving monitoring accuracy; an open question is whether this would also help teachers. We investigated whether two generative activities, diagram completion and diagram drawing, improved secondary education students’ (n = 248) monitoring and regulation accuracy of text comprehension (Experiment 1) and whether viewing students’ diagrams improved teachers’ (N = 18) monitoring and regulation of students’ text comprehension (Experiment 2). Students’ monitoring and teachers’ regulation accuracy was higher in the diagramming conditions than in the no-diagramming condition. Students and teachers used diagnostic cues when judging students’ text comprehension: Improving students’ monitoring and teachers’ regulation of students’ text comprehension relies on improving accessibility of diagnostic cues.

Item Type:

Journal Article (Original Article)

Division/Institute:

07 Faculty of Human Sciences > Institute of Psychology > Developmental Psychology
07 Faculty of Human Sciences > Institute of Psychology

UniBE Contributor:

van Loon, Mariëtte Henrica

Subjects:

100 Philosophy > 150 Psychology

ISSN:

0361-476X

Publisher:

Elsevier

Language:

English

Submitter:

Jennifer Ruth Sprenger

Date Deposited:

04 Feb 2020 12:58

Last Modified:

05 Dec 2022 15:36

Publisher DOI:

10.1016/j.cedpsych.2019.02.001

BORIS DOI:

10.7892/boris.139714

URI:

https://boris.unibe.ch/id/eprint/139714

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