Sixth-graders (N = 282) judged their level of comprehension for six expository texts after writing keywords, summaries, or no additional activity. Afterwards, teachers (N = 14) judged the students’ level of comprehension while seeing the keywords or summaries. Monitoring accuracy was low in all conditions, and did not differ between students and teachers. It seems difficult for teachers to help students distinguish between texts they have understood well and texts they have understood poorly.
|Publication status||Published - 2016|
|Event||Society for Text and Discourse - Universität Kassel, Kassel, Germany|
Duration: 18 Jul 2016 → 20 Jul 2016
|Conference||Society for Text and Discourse|
|Period||18/07/16 → 20/07/16|
Engelen, J., & Camp, G. (2016). The Effects of Keyword Generation and Summary Writing on Teachers’ Judgments of Students’ Comprehension. Poster session presented at Society for Text and Discourse, Kassel, Germany.