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The Process and Product of Coherence Monitoring in Young Readers: Effects of Reader and Text Characteristics

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The Process and Product of Coherence Monitoring in Young Readers : Effects of Reader and Text Characteristics. / Currie, Nicola; Francey, Gillian; Davies, Robert; Gray, Shelley; Bridges, Mindy; Restrepo, Maria Adelaida; Thompson, Marilyn; Ciraolo, Margeaux F. ; Hu, Jinxiang; Cain, Kate.

In: Scientific Studies of Reading, Vol. 25, No. 2, 31.03.2021, p. 141-158.

Research output: Contribution to journalJournal articlepeer-review

Harvard

Currie, N, Francey, G, Davies, R, Gray, S, Bridges, M, Restrepo, MA, Thompson, M, Ciraolo, MF, Hu, J & Cain, K 2021, 'The Process and Product of Coherence Monitoring in Young Readers: Effects of Reader and Text Characteristics', Scientific Studies of Reading, vol. 25, no. 2, pp. 141-158. https://doi.org/10.1080/10888438.2020.1831503

APA

Currie, N., Francey, G., Davies, R., Gray, S., Bridges, M., Restrepo, M. A., Thompson, M., Ciraolo, M. F., Hu, J., & Cain, K. (2021). The Process and Product of Coherence Monitoring in Young Readers: Effects of Reader and Text Characteristics. Scientific Studies of Reading, 25(2), 141-158. https://doi.org/10.1080/10888438.2020.1831503

Vancouver

Author

Currie, Nicola ; Francey, Gillian ; Davies, Robert ; Gray, Shelley ; Bridges, Mindy ; Restrepo, Maria Adelaida ; Thompson, Marilyn ; Ciraolo, Margeaux F. ; Hu, Jinxiang ; Cain, Kate. / The Process and Product of Coherence Monitoring in Young Readers : Effects of Reader and Text Characteristics. In: Scientific Studies of Reading. 2021 ; Vol. 25, No. 2. pp. 141-158.

Bibtex

@article{3579c4685bb84450b06defc7a33e6307,
title = "The Process and Product of Coherence Monitoring in Young Readers: Effects of Reader and Text Characteristics",
abstract = "We examined sixth graders{\textquoteright} detection of inconsistencies in narrative and expository passages, contrasting participants who were monolingual speakers (N=85) or Spanish-English DLLs (N=94) when recruited in pre-kindergarten (PK). We recorded self-paced reading times and judgements about whether the text made sense, and took an independent measure of word reading. Main findings were that inconsistency detection was better for narratives, for participants who were monolingual speakers in PK, and for those who were better word readers. When the text processing demands were increased by separating the inconsistent sentence and its premise with filler sentences there was a stronger signal for inconsistency detection during reading for better word readers. Reading patterns differed for texts for which children reported an inconsistency compared to those for which they did not, indicating a failure to adequately monitor for coherence while reading. Our performance measures indicate that narrative and expository texts make different demands on readers. ",
author = "Nicola Currie and Gillian Francey and Robert Davies and Shelley Gray and Mindy Bridges and Restrepo, {Maria Adelaida} and Marilyn Thompson and Ciraolo, {Margeaux F.} and Jinxiang Hu and Kate Cain",
year = "2021",
month = mar,
day = "31",
doi = "10.1080/10888438.2020.1831503",
language = "English",
volume = "25",
pages = "141--158",
journal = "Scientific Studies of Reading",
issn = "1088-8438",
publisher = "Routledge",
number = "2",

}

RIS

TY - JOUR

T1 - The Process and Product of Coherence Monitoring in Young Readers

T2 - Effects of Reader and Text Characteristics

AU - Currie, Nicola

AU - Francey, Gillian

AU - Davies, Robert

AU - Gray, Shelley

AU - Bridges, Mindy

AU - Restrepo, Maria Adelaida

AU - Thompson, Marilyn

AU - Ciraolo, Margeaux F.

AU - Hu, Jinxiang

AU - Cain, Kate

PY - 2021/3/31

Y1 - 2021/3/31

N2 - We examined sixth graders’ detection of inconsistencies in narrative and expository passages, contrasting participants who were monolingual speakers (N=85) or Spanish-English DLLs (N=94) when recruited in pre-kindergarten (PK). We recorded self-paced reading times and judgements about whether the text made sense, and took an independent measure of word reading. Main findings were that inconsistency detection was better for narratives, for participants who were monolingual speakers in PK, and for those who were better word readers. When the text processing demands were increased by separating the inconsistent sentence and its premise with filler sentences there was a stronger signal for inconsistency detection during reading for better word readers. Reading patterns differed for texts for which children reported an inconsistency compared to those for which they did not, indicating a failure to adequately monitor for coherence while reading. Our performance measures indicate that narrative and expository texts make different demands on readers.

AB - We examined sixth graders’ detection of inconsistencies in narrative and expository passages, contrasting participants who were monolingual speakers (N=85) or Spanish-English DLLs (N=94) when recruited in pre-kindergarten (PK). We recorded self-paced reading times and judgements about whether the text made sense, and took an independent measure of word reading. Main findings were that inconsistency detection was better for narratives, for participants who were monolingual speakers in PK, and for those who were better word readers. When the text processing demands were increased by separating the inconsistent sentence and its premise with filler sentences there was a stronger signal for inconsistency detection during reading for better word readers. Reading patterns differed for texts for which children reported an inconsistency compared to those for which they did not, indicating a failure to adequately monitor for coherence while reading. Our performance measures indicate that narrative and expository texts make different demands on readers.

U2 - 10.1080/10888438.2020.1831503

DO - 10.1080/10888438.2020.1831503

M3 - Journal article

VL - 25

SP - 141

EP - 158

JO - Scientific Studies of Reading

JF - Scientific Studies of Reading

SN - 1088-8438

IS - 2

ER -