Effects of Passage Type on Comprehension Monitoring and Recall in Good and Poor Readers

Abstract

An error detection paradigm was used to assess the effects of passage type on students' comprehension monitoring and recall of texts. Good and poor readers in the sixth grade (M age =12 years, 0 months) read inconsistent expository and narrative passages presented one sentence at a time. On- and off-line measures (reading times and verbal reports of passage inconsistencies) were used to examine students' comprehension evaluation, and look-backs to inconsistencies during reading were used to measure comprehension regulation. Although all students detected problems on-line, good readers were better able to verbally report on passage consistency following reading. Passage type affected regulation of understanding with students more likely to look back at inconsistencies in narratives but not expository passages. Students were more likely to reread expository passages, however, when passages did not contain problems and were less able to recall expository passage information. Implications for instruction and directions for future research are discussed.