How do children deal with inconsistencies in text? An eye fixation and self-paced reading study in primary school children.

Research output: Contribution to JournalArticleAcademicpeer-review

Abstract

In two experiments, we investigated comprehension monitoring in 10-12 years old children differing in reading comprehension skill. The children's self-paced reading times (Experiment 1) and eye fixations and regressions (Experiment 2) were measured as they read narrative texts in which an action of the protagonist was consistent or inconsistent with a description of the protagonist's character given earlier. The character description and action were adjacent (local condition) or separated by a long filler paragraph (global condition). The self-paced reading data (Experiment 1), the initial reading and rereading data (Experiment 2), together with the comprehension question data (both experiments), are discussed within the situation model framework and suggest that poor comprehenders find difficulty in constructing a richly elaborated situation model. Poor comprehenders presumably fail to represent character information in the model as a consequence of which they are not able to detect inconsistencies in the global condition (in which the character information is lost from working memory). The patterns of results rule out an explanation in terms of impaired situation model updating ability. © 2011 The Author(s).
Original languageEnglish
Pages (from-to)1665-1690
Number of pages25
JournalReading and Writing
Volume25
Issue number7
DOIs
Publication statusPublished - 2012

Fingerprint

schoolchild
primary school
Reading
experiment
comprehension
Aptitude
Short-Term Memory
monitoring
narrative
regression
ability

Cite this

@article{3f907316ce89411a8d91342ec7c0769f,
title = "How do children deal with inconsistencies in text? An eye fixation and self-paced reading study in primary school children.",
abstract = "In two experiments, we investigated comprehension monitoring in 10-12 years old children differing in reading comprehension skill. The children's self-paced reading times (Experiment 1) and eye fixations and regressions (Experiment 2) were measured as they read narrative texts in which an action of the protagonist was consistent or inconsistent with a description of the protagonist's character given earlier. The character description and action were adjacent (local condition) or separated by a long filler paragraph (global condition). The self-paced reading data (Experiment 1), the initial reading and rereading data (Experiment 2), together with the comprehension question data (both experiments), are discussed within the situation model framework and suggest that poor comprehenders find difficulty in constructing a richly elaborated situation model. Poor comprehenders presumably fail to represent character information in the model as a consequence of which they are not able to detect inconsistencies in the global condition (in which the character information is lost from working memory). The patterns of results rule out an explanation in terms of impaired situation model updating ability. {\circledC} 2011 The Author(s).",
author = "{van der Schoot}, M. and A.H.A. Reijntjes and {van Lieshout}, E.C.D.M.",
year = "2012",
doi = "10.1007/s11145-011-9337-4",
language = "English",
volume = "25",
pages = "1665--1690",
journal = "Reading and Writing",
issn = "0922-4777",
publisher = "Springer Netherlands",
number = "7",

}

How do children deal with inconsistencies in text? An eye fixation and self-paced reading study in primary school children. / van der Schoot, M.; Reijntjes, A.H.A.; van Lieshout, E.C.D.M.

In: Reading and Writing, Vol. 25, No. 7, 2012, p. 1665-1690.

Research output: Contribution to JournalArticleAcademicpeer-review

TY - JOUR

T1 - How do children deal with inconsistencies in text? An eye fixation and self-paced reading study in primary school children.

AU - van der Schoot, M.

AU - Reijntjes, A.H.A.

AU - van Lieshout, E.C.D.M.

PY - 2012

Y1 - 2012

N2 - In two experiments, we investigated comprehension monitoring in 10-12 years old children differing in reading comprehension skill. The children's self-paced reading times (Experiment 1) and eye fixations and regressions (Experiment 2) were measured as they read narrative texts in which an action of the protagonist was consistent or inconsistent with a description of the protagonist's character given earlier. The character description and action were adjacent (local condition) or separated by a long filler paragraph (global condition). The self-paced reading data (Experiment 1), the initial reading and rereading data (Experiment 2), together with the comprehension question data (both experiments), are discussed within the situation model framework and suggest that poor comprehenders find difficulty in constructing a richly elaborated situation model. Poor comprehenders presumably fail to represent character information in the model as a consequence of which they are not able to detect inconsistencies in the global condition (in which the character information is lost from working memory). The patterns of results rule out an explanation in terms of impaired situation model updating ability. © 2011 The Author(s).

AB - In two experiments, we investigated comprehension monitoring in 10-12 years old children differing in reading comprehension skill. The children's self-paced reading times (Experiment 1) and eye fixations and regressions (Experiment 2) were measured as they read narrative texts in which an action of the protagonist was consistent or inconsistent with a description of the protagonist's character given earlier. The character description and action were adjacent (local condition) or separated by a long filler paragraph (global condition). The self-paced reading data (Experiment 1), the initial reading and rereading data (Experiment 2), together with the comprehension question data (both experiments), are discussed within the situation model framework and suggest that poor comprehenders find difficulty in constructing a richly elaborated situation model. Poor comprehenders presumably fail to represent character information in the model as a consequence of which they are not able to detect inconsistencies in the global condition (in which the character information is lost from working memory). The patterns of results rule out an explanation in terms of impaired situation model updating ability. © 2011 The Author(s).

U2 - 10.1007/s11145-011-9337-4

DO - 10.1007/s11145-011-9337-4

M3 - Article

VL - 25

SP - 1665

EP - 1690

JO - Reading and Writing

JF - Reading and Writing

SN - 0922-4777

IS - 7

ER -