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Tracking On-Line Metacognition: Monitoring and Regulating Comprehension in Reading

  • Riitta Kinnunen
  • Marja Vauras
Chapter

Abstract

This chapter focuses on on-line metacognitive processes, in particular, comprehension monitoring in reading. Interesting prospects of technology-supported on-line methods for metacognitive studies on comprehension monitoring are outlined on the basis of current empirical evidence. First, the on-line methods to study comprehension monitoring are described and discussed, and our studies of elementary (Grade 1–6) school students’ monitoring and regulating comprehension feature the application of two of the methods, namely traced silent reading and eyetracking. Second, these studies give evidence on young students’ comprehension monitoring and developmental trends as a function of grade, decoding skills, listening and reading comprehension skills and intervention. As an example, results from a recent study linking students’ comprehension monitoring, mood and metacognitive experiences are presented in more detail. The future promise and prospects of technology-supported on-line comprehension monitoring methods for metacognition research and of assessing affects associated with comprehension monitoring processes are discussed. It is argued that the modern technology allowing synchronized data collection of affective reactions and reading comprehension behavior offer important new opportunities to enhance current theories and empirical knowledge, particularly, of linkages between emotional and metacognitive processes.

Keywords

Reading Comprehension Poor Reader Metacognitive Knowledge Short Text Comprehension Skill 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

Notes

Acknowledgements

The research was supported by Grant 114048 from the Council of Cultural and Social Science Research, The Academy of Finland, to the first author.

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Copyright information

© Springer Science+Business Media, LLC 2010

Authors and Affiliations

  1. 1.Centre of Learning ResearchUniversity of TurkuTurkuFinland

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