Comprehension Monitoring

Success in reading comprehension is dependent upon a reader's abilities to both identify the essential content of that which is written and to relate that content to the formal structure of the writing (Casanave, 1988, p. 283). The acquisition of reading comprehension skills in a language other that one's native tongue is frequently a particularly difficult task. Casanave (1988, pp. 283299) drew attention to one technique that will be beneficial in the development of improved reading comprehension for some ESL students.

Casanave (1988, pp. 291296) suggests that ESL teachers incorporate comprehension monitoring into their classroom presentations. Comprehension monitoring is a form of meta cognition that permits readers to determine that comprehension is or is not occurring (Casanave, 1988, p. 288). Effectively, thus, comprehension monitoring is a form of feedback. The article includes techniques suggested by Casanave (1988, pp. 291296) for introducing comprehension monitoring into ESL instruction.

This article provides practical advice for the ESL teacher on how comprehension monitoring may be introduced into the classroom. Casanave (1988, pp. 283299) also provides an explanation of the compre

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English proficiency (LEP) for standardized language testing is reviewed in this research. The article is summarized, and the relevancy of the article for the English as a second language (ESL) teacher is assessed. Summary of Article Lam (1993, pp. 181182) contends that five assumptions are usually made by the developers of standardized language proficiency tests concerning the testability of LEP students. These assumptions are that (1) test takers have no linguistic barriers that inhibit their performance on the test, (2) the test level is characterized by content and difficulty appropriate for the test taker, (3) test takers are familiar with standardized or possess the sophistication required to sit for such tests, (4) test takers are motivated to perform well on the test, and (5) the test taker is not characterized by strong negative reactions to standardized tests. Lam (1993, pp. 183186) contends that these assumptions are frequently in error in relation to LEP students. Lam (1993, pp. 184186) suggests that LEP students be classified as testable, marginally testable, or non testable. Lam (1993, pp. 184185) offers the potential methods for making such determinations. Lam (1993, p. 185) acknowledges, however, that he i
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Approximate Word count = 1873
Approximate Pages = 7 (250 words per page)

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