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.|
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