Self-monitoring is an important metacognitive tool for boosting reading comprehension by cultivating a reader's natural inner dialogue. Below is an example of of the kinds of self-questioning that must take place while reading. These question prompts emphasize the active role that students must assume in the comprehension process if self-monitoring procedures are to be effective.
|
Self-Questioning Procedure (Question Generation) |
Inner Dialogue (Question Answering) | |
| 1. Why am I reading this? | [purpose] | To learn about the Japanese culture. |
| 2. What will I be learning? | [Skim] | The pictures show all different parts of the Japanese culture. |
| 3. How is this organized? | [Preview] | Each letter of the alphabet tells me about Japan. |
| 4. What do I already know about this? | [Schemata] | I saw "sushi" on restaurant menus. |
| 5. Does this make sense as I read? Do I understand? | [Active Reading] | Yes. The pictures help me make a person-to-text connection. |
| 6. Is there new information here? Should I slow down? Reread? | [Metacognitive Strategy] | Yes. The pronunciations in italics help me pronounce the words. Slow down. I should read this part again. |
| 7. How am I doing? Am I learning as I read? | [Metacognitive Monitoring] | Yes. These words make sense because the picture images make Japan real. I'll add Japanese words to my thesaurus. |
Excerpted From:
Excerpt from Dyslexia and Reading Difficulties: Research and Resource Guide for Working with All Struggling Readers, by C.A. Spafford, G.S. Grosser, 2005 edition, p. 149.
© ______ 2005, Allyn & Bacon, an imprint of Pearson Education Inc. Used by permission. All rights reserved. The reproduction, duplication, or distribution of this material by any means including but not limited to email and blogs is strictly prohibited without the explicit permission of the publisher.
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