This article introduces the notion of comprehension monitoring within a larger framework of the contexts and purposes for reading, and suggests some directions for teachers and researchers to consider in their search for ways to help inefficient L2 readers learn to monitor their comprehension.
Comprehension monitoring is the ongoing activity of evaluating and regulating one's understanding of written (or spoken) text. Beyond basic decoding, it constitutes a cluster of essential skills that underlie successful reading.
In L2 reading research, the schema-theoretic focus on the content and structure of text has been adopted by perhaps a majority of researchers, who have generally relied on written recalls and multiple-choice comprehension tests to measure students' comprehension of short, systematically altered reading passages. In essence, schema theory focusses on "products" of comprehension, rather than on the on-line "process" or strategy of comprehension.
Effective readers are aware of and have a degree of control over their cognitive activities when they read: they possess well-developed metacognitive skills. It is precisely this self-regulatory mechanism that comprises comprehension monitoring. During problem-free reading, competent L1 and L2 readers employ strategies routinely to monitor comprehension.
Reciprocal-teaching and instruction in think-aloud techniques provide students with techniques not just for routine comprehension monitoring, but also for strategic repair of comprehension breakdowns. Some kinds of schemata doubtlessly guide our comprehension. A strategic schema, in addition, i.e. a generic knowledge of the routine and repair strategies available, will further enhance comprehension.
The practicing teacher needs to consider the relation between students' learning and their awareness of and ability to articulate metacognitive, and specifically strategi
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