Effects of comprehension monitoring instruction for reading disabled students with and without tinted glasses

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Abstract
Forty disabled readers, half with tinted lenses and half without, and 40 average readers, half matched with the disabled readers on chronological age and half on reading age, were randomly assigned to either a general or a specific instruction condition. In both treatments subjects were shown how to monitor text for internal inconsistency. In addition, the specific instruction condition provided explicit instruction in how to use a cross‐referencing technique to evaluate the internal consistency of a given text. Results indicated that the disabled readers with tinted lenses resembled the CA‐match average readers, but differed from the disabled readers without lenses in not requiring specific instruction in the use of evaluative standards for comprehension monitoring. But at the same time, the lenses group had not quite attained the level of competence observed in the CA‐match average readers.

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