The Effects of Distance of Erroneous Information and Reading Ability on Reading Comprehension Monitoring in First-Grade Pupils
Objective:This study aims to investigate the effects of the distance between two pieces of erroneous informa-tion and reading ability on reading comprehension monitoring in first-grade pupils based on the theory of situation model.Methods:The error detection paradigm was used to manipulate the distance of the error message and measure the cognitive process of children in text reading comprehension monitoring.The participants were divided into high reading ability and low reading ability groups.Results:The results showed that the monitoring accuracy of global comprehension monitoring was significantly lower than that of local comprehension monitoring,and the reaction time of global comprehension monitor-ing was significantly longer than that of local comprehension monitoring.Furthermore,the monitoring accuracy of global comprehension monitoring of children with high reading ability was significantly lower than local comprehension monitor-ing,while there was no significant difference between the global comprehension monitoring and the local comprehension monitoring of children with low reading ability.In both global and local comprehension monitoring,the monitoring accuracy and reaction time of children with high reading ability were significantly better than those of children with low reading abili-ty,particularly in the accuracy of local comprehension monitoring.Conclusion:First-grade pupils are capable of monitor-ing their reading comprehension,but their monitoring performance declines as the distance between erroneous information increases.Additionally,children with higher reading ability demonstrate better comprehension monitoring compared to those with lower reading ability.These findings provide new support for the theory of situation model based on working mem-ory.