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Reading Behavior as an Indicator of Comprehension Monitoring When Reading Expository Texts

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Title: Reading Behavior as an Indicator of Comprehension Monitoring When Reading Expository Texts
Language: English
Authors: Catharina Tibken (ORCID 0000-0003-4058-1332), Simon P. Tiffin-Richards (ORCID 0000-0002-2198-2707)
Source: Metacognition and Learning. 2025 20(1).
Availability: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Peer Reviewed: Y
Page Count: 29
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Reading Comprehension, Expository Writing, Reading Materials, Reading Skills, Reading Processes, College Students, Metacognition, Eye Movements, Foreign Countries
Geographic Terms: Germany
DOI: 10.1007/s11409-025-09440-2
ISSN: 1556-1623
1556-1631
Abstract: Comprehension of expository texts is an important prerequisite for self-regulated learning. Processes of passive validation and metacognitive monitoring are thought to be involved in building a coherent situation model of a text. Inconsistency tasks are often used to measure these processes. Several studies have shown longer reading times for inconsistent sentences than for consistent sentences. However, it remains unclear whether the additional time arises from passive disruptions of the reading process when encountering an inconsistency or from metacognitive processes of reanalysis of previous text. To address this issue, we recorded the reading behavior of 96 university students with an eye-tracker while they read inconsistent and consistent expository texts. We analyzed first-pass reading (first-pass reading time, lookbacks) and reanalysis (rereading time, revisits) at the level of the (in)consistent target word, at the sentence-final word of the target sentence, and in the pre-target text. Our results did not strongly support the hypothesis that immediate changes in reading behavior when inconsistencies are first encountered influence the detection and processing of inconsistencies. Our results partially supported the hypothesis that processes of text reanalysis, specifically of the source of inconsistency, increase the probability of identifying an inconsistency. The findings indicate that a purposeful reanalysis of passages that appear inconsistent to readers improves situation model construction for (short) expository texts about conceptually difficult topics. Learning from texts thus requires metacognitive comprehension monitoring beyond passive validation processes.
Abstractor: As Provided
Notes: https://osf.io/ekf4t/?view_only=1cd488d47c254163bfc032fbbc7fa0cc
Entry Date: 2025
Accession Number: EJ1489785
Database: ERIC
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  Data: <searchLink fieldCode="AR" term="%22Catharina+Tibken%22">Catharina Tibken</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0003-4058-1332">0000-0003-4058-1332</externalLink>)<br /><searchLink fieldCode="AR" term="%22Simon+P%2E+Tiffin-Richards%22">Simon P. Tiffin-Richards</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-2198-2707">0000-0002-2198-2707</externalLink>)
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  Data: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
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  Data: Comprehension of expository texts is an important prerequisite for self-regulated learning. Processes of passive validation and metacognitive monitoring are thought to be involved in building a coherent situation model of a text. Inconsistency tasks are often used to measure these processes. Several studies have shown longer reading times for inconsistent sentences than for consistent sentences. However, it remains unclear whether the additional time arises from passive disruptions of the reading process when encountering an inconsistency or from metacognitive processes of reanalysis of previous text. To address this issue, we recorded the reading behavior of 96 university students with an eye-tracker while they read inconsistent and consistent expository texts. We analyzed first-pass reading (first-pass reading time, lookbacks) and reanalysis (rereading time, revisits) at the level of the (in)consistent target word, at the sentence-final word of the target sentence, and in the pre-target text. Our results did not strongly support the hypothesis that immediate changes in reading behavior when inconsistencies are first encountered influence the detection and processing of inconsistencies. Our results partially supported the hypothesis that processes of text reanalysis, specifically of the source of inconsistency, increase the probability of identifying an inconsistency. The findings indicate that a purposeful reanalysis of passages that appear inconsistent to readers improves situation model construction for (short) expository texts about conceptually difficult topics. Learning from texts thus requires metacognitive comprehension monitoring beyond passive validation processes.
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