Do Struggling Adult Readers Monitor Their Reading? Understanding the Role of Online and Offline Comprehension Monitoring Processes During Reading

• Published in: Journal of learning disabilities Vol. 56; no. 1; pp. 25 - 42
• Main Authors: Tighe, Elizabeth L., Kaldes, Gal, Talwar, Amani, Crossley, Scott A., Greenberg, Daphne, Skalicky, Stephen
• Format: Journal Article
• Language: English
• Published: Los Angeles, CA SAGE Publications 01.01.2023; SAGE Publications and Hammill Institute on Disabilities; SAGE PUBLICATIONS, INC
• Subjects: Adult; Adult Literacy; Adults; Cognition & reasoning; Cognitive skills; Comprehension; Decoding; Evaluation Methods; Eye Movements; Humans; Learning disabilities; Metacognition; Motor Reactions; Oral Language; Reading; Reading Comprehension; Reading Difficulties; Reading Skills; Reading Tests; Self Evaluation (Individuals); Short term memory; Skills; Spoken language; Statistical Data; Thinking Skills; Vocabulary; Georgia; eye-tracking; comprehension monitoring; reading comprehension; struggling adult readers
• ISSN: 0022-2194; 1538-4780; 1538-4780
• DOI: 10.1177/00222194221081473

Comprehension monitoring is a meta-cognitive skill that is defined as the ability to self-evaluate one’s comprehension of text. Although it is known that struggling adult readers are poor at monitoring their comprehension, additional research is needed to understand the mechanisms underlying comprehension monitoring and their role in reading comprehension in this population. This study used a comprehension monitoring task with struggling adult readers, which included online eye movements (reread and regression path durations) and an offline verbal protocol (oral explanations of key information). We examined whether eye movements predicted accuracy on the passages’ reading comprehension questions, a norm-referenced reading assessment, and an offline verbal protocol after controlling for age and traditional component skills (i.e., decoding, oral language, working memory). Regression path duration uniquely predicted accuracy on the questions; however, decoding and oral vocabulary were the most salient predictors of the norm-referenced reading comprehension measure. Regression path duration also predicted the offline verbal protocol, such that those who exhibited longer regression path duration were also better at explaining key information. These results contribute to the literature regarding struggling adults’ reading component skills, eye movement behaviors involved in processing connected text, and future considerations in assessing comprehension monitoring.