Comprehension monitoring behaviour during reading of connected text in elementary school-children: Comparing eye-tracking and think-aloud methods

• Author(s) / Creator(s)

  • Chomey, Stacey
  • Collett, Janelle
  • Molzan, Bradie
  • Skoczylas, Melissa
  • Kim, Esther
  • Charest, Monique

• Comprehension monitoring while reading is the ability to recognize that a coherence problem has occurred and that a repair strategy is needed to resolve a discrepancy in understanding. This pilot study examined two methods for detecting incoherence: eye-tracking and think-aloud protocols. The objective of the present study was to investigate whether eye-tracking and think-aloud methodologies reveal similar evidence of a child’s comprehension monitoring through inconsistency detection. The participants were three children between the ages of eight and ten, with typically developing reading and spoken-language skills. Both eye-tracking and think-aloud protocols showed whether or not the participant had comprehension monitoring abilities. This study revealed that for speech pathologists, teachers, literacy consultants, and other professionals, think-alouds reveal more immediate and meaningful information that could be used to assess a child’s comprehension monitoring abilities in a more transparent, time-efficient, and cost-effective way than eye-tracking.

• Date created

  2017-06-29

• Subjects / Keywords

  • eye-tracking
  • incoherence
  • children
  • comprehension monitoring
  • think-alouds
  • speech-language pathology

• Type of Item

  Report

• DOI

  https://doi.org/10.7939/R3H41K25M

• License

  Attribution-NonCommercial 4.0 International