Comprehension monitoring and the level of comprehension in high- and low-achieving primary school childrenʹs reading

The level of comprehension monitoring and the level of reading comprehension in low- and high-achieving fourth graders were investigated. Monitoring was assessed by changes in reading time and number of look-backs when confronted with comprehension obstacles. Reading comprehension was assessed with a task in which subjects had to summarize the text. The effect of strategic training on low-achieversʹ monitoring and comprehension was also investigated. The results indicated that the level of monitoring and the level of comprehension are related, which helps to clarify the differences between low- and high-achieving readersʹ comprehension. Training improved the low-achieversʹ monitoring and comprehension. The assessment method, with suggestions for its improvement, is also discussed.