More skilled and less skilled upper-elementary readers and college students played reading games in which they tried to determine if prose statements were internally consistent or inconsistent. The elementary students were assigned either to a control condition in which they played only the pre- and posttest versions of the reading games or to a training condition in which they were provided exposure to similar games in an effort to improve their comprehension monitoring skills. Ability group comparisons indicated significant differences in monitoring skill. Training resulted in a significant increase in monitoring proficiency. However, the training advantage was limited to an improvement in the ability to identify consistent statements.
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