Description:

Co-Principal Investigator(s): Thiede, Keith

Purpose: The intended purposes of this project were (a) to study factors that influence the accuracy of readers' ability to monitor their own comprehension and (b) to develop interventions to strengthen this ability by improving that accuracy. In the early 2000s, research had indicated that accuracy increases when individuals reread texts, write summaries, or generate a list of keywords for texts before rating their comprehension of texts. In the project, the research team was to carry out five studies using a variety of research methods to investigate the self-monitoring process in a diverse sample of university students, including a focus on the comprehension monitoring of struggling readers. With the results of these studies, the investigators hoped to identify key strategies for improving reading comprehension that can be incorporated into a reading comprehension intervention.

Related IES Projects: Improving Metacomprehension and Self-Regulated Learning From Scientific Texts (R305B070460)

Products AND Publications

ERIC Citations: Find available citations in ERIC for this award here.

Project Website: https://tigger.uic.edu/~jwiley/ies.html

Select Publications:

Book chapters

Thiede, K.W., Griffin, T.D., Wiley, J., and Redford, J.S. (2009). Metacognitive Monitoring During and After Reading. In D.J. Hacker, J. Dunlosky, and A.C. Graesser (Eds.), Handbook of Metacognition in Education (pp. 85–106). Mahwah, NJ: Erlbaum.

Journal articles

Dunlosky, J., and Thiede, K.W. (2004). Causes and Constraints of the Shift-to-Easier-Materials Effect in the Control of Study. Memory and Cognition, 32: 779–788.

Dunlosky, J., Hertzog, C., Kennedy, M., and Thiede, K. (2005). The Self-Monitoring Approach for Effective Learning. Cognitive Technology, 10: 4–11.

Griffin, T.D., Wiley, J., and Thiede, K.W. (2008). Individual Differences, Rereading, and Self-Explanation: Concurrent Processing and Cue Validity as Constraints on Metacomprehension Accuracy. Memory and Cognition, 36(1): 93–103.

Ricks, T., and Wiley, J. (2009). The Influence of Domain Knowledge on the Functional Capacity of Working Memory. Journal of Memory and Language, 61(4): 519–537.

Sanchez, C.A., Wiley, J., Miura, T.K., Colflesh, G.H., Ricks, T.R., Jensen, M.S., and Conway, A.A. (2010). Assessing Working Memory Capacity in a Non-Native Language. Learning and Individual Differences, 20(5): 488–493.

Thiede, K.W., Dunlosky, J., Griffin, T.D., and Wiley, J. (2005). Understanding the Delayed-Keyword Effect on Metacomprehension Accuracy. Journal of Experimental Psychology: Learning, Memory and Cognition, 31(6): 1267–1280.

Thiede, K.W., Griffin, T.D., Wiley, J., and Anderson, M. (2010). Poor Metacomprehension Accuracy as a Result of Inappropriate Cue Use. Discourse Processes: A Multidisciplinary Journal, 47(4): 331–362.

Trabasso, T., and Wiley, J. (2009). What Happens at Reunions? Exploring Causal Connections and Their Role in Reunion Effects. Discourse Processes, 46(4): 269–308.

Wiley, J., Goldman, S.R., Graesser, A.C., Sanchez, C.A., Ash, I.K., and Hemmerich, J.A. (2009). Source Evaluation, Comprehension, and Learning in Internet Science Inquiry Tasks. American Educational Research Journal, 46(4): 1060–1106.

Wiley, J., Griffin, T.D., and Thiede, K.W. (2005). Putting the Comprehension in Metacomprehension. Journal of General Psychology, 132: 408–428.

Proceedings

Jee, B., Wiley, J., and Griffin, T.D. (2006). Expertise and the Illusion of Comprehension. In Proceedings of the 28th Annual Conference of the Cognitive Science Society. Mahwah, NJ: Erlbaum.