Comprehension Monitoring: Detection and Identification of Text Inconsistencies by LD and Normal Students

Thirty-two learning disabled and 32 regular class children matched on reading age were randomly assigned to either a general or a specific instruction condition. In both treatments subjects were shown how to monitor text for internal inconsistency. In addition, the specific instruction condition provided explicit instruction in how to use a cross-referencing technique to evaluate the internal consistency of a given text. Results indicated significant Subject Group x Instruction Condition interactions on all three dependent measures: detection, identification, and comprehension competence. Learning disabled subjects exhibited an initial production deficit in comprehension-monitoring skills. Subjects who received explicit instruction in the use of the cross-referencing evaluative technique demonstrated higher performance levels in both comprehension monitoring and reading comprehension.