Comprehension monitoring to resolve comprehension obstacles in reading: An investigation of spontaneous text lookbacks among college freshmen of the University of Santo Tomas

The study monitors the comprehension ability of the University of Santo Tomas College of Education freshmen to resolve comprehension obstacles in reading using the strategy spontaneous text lookbacks in answering text-based and reader-based questions. To find out the effectiveness of spontaneous tex...

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Main Author: Antonio, Mary Ann King
Format: text
Language:English
Published: Animo Repository 2001
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Online Access:https://animorepository.dlsu.edu.ph/etd_masteral/2551
https://animorepository.dlsu.edu.ph/context/etd_masteral/article/9389/viewcontent/TG03161_F_Partial.pdf
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Institution: De La Salle University
Language: English
id oai:animorepository.dlsu.edu.ph:etd_masteral-9389
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spelling oai:animorepository.dlsu.edu.ph:etd_masteral-93892022-05-27T02:03:16Z Comprehension monitoring to resolve comprehension obstacles in reading: An investigation of spontaneous text lookbacks among college freshmen of the University of Santo Tomas Antonio, Mary Ann King The study monitors the comprehension ability of the University of Santo Tomas College of Education freshmen to resolve comprehension obstacles in reading using the strategy spontaneous text lookbacks in answering text-based and reader-based questions. To find out the effectiveness of spontaneous text lookback as a reading strategy, a total of 40 good and poor freshmen readers were chosen as respondents. The participants were grouped under the control (read and answer without lookback) and the treatment (read with lookback while answering). The participants' behavior was monitored by three observers and the frequency of lookback counted. The non-lookback (control) and lookback groups were compared according to their test scores and the number of lookbacks they performed during the answering of questions. Results show that poor readers of the lookback group did better in test performance compared to the poor readers in the non-lookback group. Poor readers found the lookback strategy as an effective metacognitive strategy in answering questions be they text-based and reader-based. Good readers were not affected much by the use of the strategy. In general, the type of question seemed to have affected the exercise of text lookback. Text lookback was done when questions required concrete or exact answers. 2001-08-01T07:00:00Z text application/pdf https://animorepository.dlsu.edu.ph/etd_masteral/2551 https://animorepository.dlsu.edu.ph/context/etd_masteral/article/9389/viewcontent/TG03161_F_Partial.pdf Master's Theses English Animo Repository Reading comprehension Reading--Ability testing College students Language and Literacy Education
institution De La Salle University
building De La Salle University Library
continent Asia
country Philippines
Philippines
content_provider De La Salle University Library
collection DLSU Institutional Repository
language English
topic Reading comprehension
Reading--Ability testing
College students
Language and Literacy Education
spellingShingle Reading comprehension
Reading--Ability testing
College students
Language and Literacy Education
Antonio, Mary Ann King
Comprehension monitoring to resolve comprehension obstacles in reading: An investigation of spontaneous text lookbacks among college freshmen of the University of Santo Tomas
description The study monitors the comprehension ability of the University of Santo Tomas College of Education freshmen to resolve comprehension obstacles in reading using the strategy spontaneous text lookbacks in answering text-based and reader-based questions. To find out the effectiveness of spontaneous text lookback as a reading strategy, a total of 40 good and poor freshmen readers were chosen as respondents. The participants were grouped under the control (read and answer without lookback) and the treatment (read with lookback while answering). The participants' behavior was monitored by three observers and the frequency of lookback counted. The non-lookback (control) and lookback groups were compared according to their test scores and the number of lookbacks they performed during the answering of questions. Results show that poor readers of the lookback group did better in test performance compared to the poor readers in the non-lookback group. Poor readers found the lookback strategy as an effective metacognitive strategy in answering questions be they text-based and reader-based. Good readers were not affected much by the use of the strategy. In general, the type of question seemed to have affected the exercise of text lookback. Text lookback was done when questions required concrete or exact answers.
format text
author Antonio, Mary Ann King
author_facet Antonio, Mary Ann King
author_sort Antonio, Mary Ann King
title Comprehension monitoring to resolve comprehension obstacles in reading: An investigation of spontaneous text lookbacks among college freshmen of the University of Santo Tomas
title_short Comprehension monitoring to resolve comprehension obstacles in reading: An investigation of spontaneous text lookbacks among college freshmen of the University of Santo Tomas
title_full Comprehension monitoring to resolve comprehension obstacles in reading: An investigation of spontaneous text lookbacks among college freshmen of the University of Santo Tomas
title_fullStr Comprehension monitoring to resolve comprehension obstacles in reading: An investigation of spontaneous text lookbacks among college freshmen of the University of Santo Tomas
title_full_unstemmed Comprehension monitoring to resolve comprehension obstacles in reading: An investigation of spontaneous text lookbacks among college freshmen of the University of Santo Tomas
title_sort comprehension monitoring to resolve comprehension obstacles in reading: an investigation of spontaneous text lookbacks among college freshmen of the university of santo tomas
publisher Animo Repository
publishDate 2001
url https://animorepository.dlsu.edu.ph/etd_masteral/2551
https://animorepository.dlsu.edu.ph/context/etd_masteral/article/9389/viewcontent/TG03161_F_Partial.pdf
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