The Effects of Keyword Generation and Summary Writing on Teachers’ Judgments of Students’ Comprehension

Jan Engelen, Gino Camp

Research output: Contribution to conferencePosterOther research output

Abstract

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.
Original languageEnglish
Publication statusPublished - 2016
EventSociety for Text and Discourse - Universität Kassel, Kassel, Germany
Duration: 18 Jul 201620 Jul 2016

Conference

ConferenceSociety for Text and Discourse
CountryGermany
CityKassel
Period18/07/1620/07/16

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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.