Detecting and Correcting Inconsistencies in the Monitoring of Expository Prose

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Abstract
This study compared children at two grade levels and three achievement levels in their ability to detect and correct three types of textual inconsistencies (reader-based, text-based, and text structure) embedded in three types of expository discourse (sequence, compare/contrast, enumeration). The results supported the notion that the monitoring of expository discourse is strategic and that sensitivity to text structure is one of the primary abilities distinguishing younger and older readers. However, a large number of students at both grade levels faded to detect or correct inconsistencies even though the school-editing task used in the study led them to expect inconsistencies and comprehension failures that would require remedy.