A systematic and explicit instructional routine for comprehension monitoring in oral language contexts was developed for children in pre-kindergarten. Results indicated that children who received the instruction improved at identifying inconsistencies in short stories compared to those who received typical instruction, with a medium effect size (d = 0.57).
Authors: Young-Suk Grace Kim & Beth Phillips
Source: Kim, Y.-S. G. & Phillips, B. (2016). Five minutes a day to improve comprehension monitoring in oral language contexts. An exploratory intervention study with prekindergartners from low-income families. Top Lang Disorders, 36(4), 356-376, DOI: 10.1097/TLD.0000000000000103
Comprehension monitoring is not limited to the reading context, it also applies to the oral context for children’s listening comprehension, which is a critical foundation for reading comprehension. A systematic and explicit instructional routine for comprehension monitoring in oral language contexts was developed for children at pre-kindergarten. Instruction was provided in small groups for approximately 5 min a day for 4 days a week over 8 weeks. Results indicated that children who received the instruction were better at identifying inconsistencies in short stories compared to those children who received typical instruction, with a medium effect size (d = 0.57).
The present study examines the potential effect of explicit instruction on comprehension monitoring in oral language contexts for children in pre-kindergarten from low socioeconomic family backgrounds. A brief instructional routine (lasting approximately 5 min a day) targeting inconsistency detection was developed. While Instruction was delivered in small groups (three to four children), the routine is flexible and appropriate for whole class or one-on-one instruction.
The study included 75 children at pre-kindergarten (mean age = 57 months), all of whom were recruited from high-poverty schools. Of the children, 41 were randomly assigned to the treatment condition and 34 were assigned to the comparison (practice-as-usual) condition. Five children dropped-out, leaving 70 children in the post-test.
Comprehension monitoring assessment: