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Scientific Studies of Reading Volume 19, 2015 - Issue 2
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Research Article

Individual Differences in Fifth Graders’ Literacy and Academic Language Predict Comprehension Monitoring Development: An Eye-Movement Study

Carol McDonald ConnorArizona State UniversityCorrespondence[email protected]
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,
Ralph RadachUniversity of WuppertalView further author information
,
Christian VorstiusUniversity of WuppertalView further author information
,
Stephanie L. DayArizona State UniversityView further author information
,
Leigh McLeanArizona State UniversityView further author information
&
Frederick J. MorrisonUniversity of MichiganView further author information
Pages 114-134 | Published online: 20 Aug 2014

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Catharina Tibken, Tobias Richter, Wienke Wannagat, Sandra Schmiedeler, Nicole von der Linden & Wolfgang Schneider. (2022) Measuring Comprehension Monitoring with the Inconsistency Task in Adolescents: Stability, Associations with Reading Comprehension Skills, and Differences Between Grade Levels. Discourse Processes 59:5-6, pages 439-461.
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Young-Suk Grace Kim, Yaacov Petscher & Christian Vorstius. (2021) The Relations of Online Reading Processes (Eye Movements) with Working Memory, Emergent Literacy Skills, and Reading Proficiency. Scientific Studies of Reading 25:4, pages 351-369.
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Nicola K. Currie, Gillian Francey, Robert Davies, Shelley Gray, Mindy S. Bridges, Maria Adelaida Restrepo, Marilyn S. Thompson, Margeaux F. Ciraolo, Jinxiang Hu & Kate Cain. (2021) The Process and Product of Coherence Monitoring in Young Readers: Effects of Reader and Text Characteristics. Scientific Studies of Reading 25:2, pages 141-158.
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Annina K. Hessel, Kate Nation & Victoria A. Murphy. (2021) Comprehension Monitoring during Reading: An Eye-tracking Study with Children Learning English as an Additional Language. Scientific Studies of Reading 25:2, pages 159-178.
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Annina K. Hessel & Sascha Schroeder. (2020) Interactions Between Lower- and Higher-Level Processing When Reading in a Second Language: An Eye-Tracking Study. Discourse Processes 57:10, pages 940-964.
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Young-Suk Grace Kim, Christian Vorstius & Ralph Radach. (2018) Does Online Comprehension Monitoring Make a Unique Contribution to Reading Comprehension in Beginning Readers? Evidence from eye movements. Scientific Studies of Reading 22:5, pages 367-383.
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Ana Pérez, Holly S.S.L. Joseph, Teresa Bajo & Kate Nation. (2016) Evaluation and revision of inferential comprehension in narrative texts: an eye movement study. Language, Cognition and Neuroscience 31:4, pages 549-566.
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Sascha Schroeder, Jukka Hyönä & Simon P. Liversedge. (2015) Developmental eye-tracking research in reading: Introduction to the special issue. Journal of Cognitive Psychology 27:5, pages 500-510.
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Articles from other publishers (34)

Bogusława Whyatt, Olga Witczak, Ewa Tomczak-Łukaszewska & Olha Lehka-Paul. (2023) The proof of the translation process is in the reading of the target text: An eyetracking reception study. Ampersand 11, pages 100149.
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Kexin Qin, Ji Zhou & Yehui Wang. (2023) Learning strategies and reading achievement in primary schools: Longitudinal relationship and gender differences. British Journal of Educational Psychology.
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Kunyu Xu, Yu-Min Ku, Chenlu Ma, Chien-Hui Lin & Wan-Chen Chang. (2023) Development of comprehension monitoring skill in Chinese children: evidence from eye movement and probe interviews. Metacognition and Learning.
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Henri Olkoniemi, Sohvi Halonen, Penny M. Pexman & Tuomo Häikiö. (2023) Children's processing of written irony: An eye-tracking study. Cognition 238, pages 105508.
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Miriam Rivero-Contreras, Paul E. Engelhardt & David Saldaña. (2023) Do easy-to-read adaptations really facilitate sentence processing for adults with a lower level of education? An experimental eye-tracking study. Learning and Instruction 84, pages 101731.
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Vicente Sanjosé, Carlos B. Gómez-Ferragud & Joan Josep Solaz-Portolés. (2023) Online processing while monitoring worked-out examples with embedded errors: defining university student profiles. European Journal of Psychology of Education.
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Elizabeth L. Tighe, Gal Kaldes, Amani Talwar, Scott A. Crossley, Daphne Greenberg & Stephen Skalicky. (2022) Do Struggling Adult Readers Monitor Their Reading? Understanding the Role of Online and Offline Comprehension Monitoring Processes During Reading. Journal of Learning Disabilities 56:1, pages 25-42.
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Meghan M. Davidson & Kandace K. Fleming. (2022) Story Comprehension Monitoring Across Visual, Listening, and Written Modalities in Children with and Without Autism Spectrum Disorder. Journal of Autism and Developmental Disorders 53:1, pages 1-24.
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Ute SchönpflugUte Schönpflug. 2023. Multilingual Text Comprehension. Multilingual Text Comprehension 205 235 .
Annina K. Hessel & Sascha Schroeder. (2022) Word processing difficulty and executive control interactively shape comprehension monitoring in a second language: an eye-tracking study. Reading and Writing 35:10, pages 2287-2312.
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Simon P. Liversedge, Chuanli Zang & Feifei Liang. 2022. The Science of Reading. The Science of Reading 261 279 .
Regina C. Calloway, Anne Helder & Charles A. Perfetti. (2022) A measure of individual differences in readers’ approaches to text and its relation to reading experience and reading comprehension. Behavior Research Methods 55:2, pages 899-931.
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Wolfgang Schneider, Catharina Tibken & Tobias Richter. 2022. 273 307 .
Jennifer Dröse, Philipp Neugebauer, Renate Delucchi Danhier & Barbara Mertins. 2022. Eye-Tracking in der Mathematik- und Naturwissenschaftsdidaktik. Eye-Tracking in der Mathematik- und Naturwissenschaftsdidaktik 209 225 .
Julie A. Wolter & Laura Green. (2021) Supporting Content and Disciplinary Literacy Success for Adolescents With LLD: A Blended and Contextualized Morphological Awareness Strategy Approach. Perspectives of the ASHA Special Interest Groups 6:6, pages 1384-1397.
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Jill Fitzgerald, Jackie Eunjung Relyea, Jeff Elmore & Elfrieda H. Hiebert. (2020) Has the Presence of First‐Grade Core Reading Program Academic Vocabulary Changed Across Six Decades?. Reading Research Quarterly 56:4, pages 737-759.
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Holly Joseph, Elizabeth Wonnacott & Kate Nation. (2021) Online inference making and comprehension monitoring in children during reading: Evidence from eye movements. Quarterly Journal of Experimental Psychology 74:7, pages 1202-1224.
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Aiping Zhao, Ying Guo, Shuyan Sun, Mark H. C. Lai, Allison Breit & Miao Li. (2021) The Contributions of Language Skills and Comprehension Monitoring to Chinese Reading Comprehension: A Longitudinal Investigation. Frontiers in Psychology 12.
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Osman Umarji, Stephanie Day, Ying Xu, Elham Zargar, Renzhe Yu & Carol Connor. (2020) Opening the black box: user-log analyses of children’s e-Book reading and associations with word knowledge. Reading and Writing 34:3, pages 627-657.
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Meghan M. Davidson. (2021) Reading Comprehension in School-Age Children With Autism Spectrum Disorder: Examining the Many Components That May Contribute. Language, Speech, and Hearing Services in Schools 52:1, pages 181-196.
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Annemarie H. Hindman, Frederick J. Morrison, Carol McDonald Connor & Joseph A. Connor. (2020) Bringing the Science of Reading to Preservice Elementary Teachers: Tools That Bridge Research and Practice. Reading Research Quarterly 55:S1.
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MingLei Chen & ChiaHsing Chen. (2020) Do readers adjust their lower‐ and higher‐level language skills according to text structures? Evidence from eye movements in Chinese text reading. Journal of Research in Reading 43:2, pages 180-200.
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Elham Zargar, Ashley Marie Adams & Carol McDonald Connor. (2019) The relations between children's comprehension monitoring and their reading comprehension and vocabulary knowledge: an eye-movement study. Reading and Writing 33:3, pages 511-545.
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Young-Suk Grace Kim, Yaacov Petscher & Christian Vorstius. (2019) Unpacking eye movements during oral and silent reading and their relations to reading proficiency in beginning readers. Contemporary Educational Psychology 58, pages 102-120.
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Carol McDonald Connor, Stephanie L. Day, Elham Zargar, Taffeta S. Wood, Karen S. Taylor, Masha R. Jones & Jin Kyoung Hwang. (2019) Building word knowledge, learning strategies, and metacognition with the Word-Knowledge e-Book. Computers & Education 128, pages 284-311.
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Sarah Eilers, Simon P. Tiffin-Richards & Sascha Schroeder. (2018) Individual differences in children’s pronoun processing during reading: Detection of incongruence is associated with higher reading fluency and more regressions. Journal of Experimental Child Psychology 173, pages 250-267.
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Stefan Heim, Franziska von Tongeln, Rebekka Hillen, Josefine Horbach, Ralph Radach & Thomas Günther. (2018) Reading without words or target detection? A re-analysis and replication fMRI study of the Landolt paradigm. Brain Structure and Function 223:7, pages 3447-3461.
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Anne Castles, Kathleen Rastle & Kate Nation. (2018) Ending the Reading Wars: Reading Acquisition From Novice to Expert. Psychological Science in the Public Interest 19:1, pages 5-51.
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Meghan M. Davidson & Susan Ellis Weismer. (2017) Reading comprehension of ambiguous sentences by school-age children with autism spectrum disorder. Autism Research 10:12, pages 2002-2022.
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Gloria Yeomans-Maldonado. (2017) Development of comprehension monitoring in beginner readers. Reading and Writing 30:9, pages 2039-2067.
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Xiaoxue Han, Xiuyun Tian, Hercy N.H. Cheng, Wang-Chen Chang, Calvin C.Y. Liao & Sanya Liu. (2017) Identifying Students’ Test-Taking Behavioral Patterns in an Online Chinese Reading Assessment System. Identifying Students’ Test-Taking Behavioral Patterns in an Online Chinese Reading Assessment System.
Carol McDonald Connor. (2016) A Lattice Model of the Development of Reading Comprehension. Child Development Perspectives 10:4, pages 269-274.
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Panayiota Kendeou, Kristen L. McMaster & Theodore J. Christ. (2016) Reading Comprehension. Policy Insights from the Behavioral and Brain Sciences 3:1, pages 62-69.
Crossref
. 2016. Du langage oral à la compréhension de l’écrit. Du langage oral à la compréhension de l’écrit 249 303 .

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