ABSTRACT

We examined sixth graders’ detection of inconsistencies in narrative and expository passages, contrasting participants who were monolingual speakers (N = 85) or Spanish-English DLLs (N = 94) when recruited in pre-kindergarten (PK). We recorded self-paced reading times and judgments about whether the text made sense, and took an independent measure of word reading. Main findings were that inconsistency detection was better for narratives, for participants who were monolingual speakers in PK, and for those who were better word readers. When the text processing demands were increased by separating the inconsistent sentence and its premise with filler sentences there was a stronger signal for inconsistency detection during reading for better word readers. Reading patterns differed for texts for which children reported an inconsistency compared to those for which they did not, indicating a failure to adequately monitor for coherence while reading. Our performance measures indicate that narrative and expository texts make different demands on readers.

抽象的

我们检查了六年级学生在叙述和说明性文章中的不一致之处，并比较了在幼儿园前（PK）招聘时会讲英语（N = 85）或西班牙语-英语DLL（N = 94）的参与者。我们记录了自定进度的阅读时间以及对文字是否有意义的判断，并采取了独立的措词措施。主要发现是，对于叙事，在PK中会说英语的参与者以及对单词阅读能力更好的人来说，不一致的检测效果更好。当通过将不一致的句子和以填充句分隔的前提来增加文本处理需求时，在阅读过程中会出现更强的不一致检测信号，以使单词阅读器更好。儿童报告不一致的课文的阅读模式与未报告不一致的课文的阅读模式不同，这表明阅读时未能充分监控连贯性。我们的绩效指标表明，叙述性文本和说明性文本对读者的要求不同。