Intentional Text Mistakes Helps Students Develop
Metacognitive Reading Skills
Providing texts with inserted mistakes is a great way to teach upper elementary students how to monitor their comprehension, a metacognitive reading skill. It takes a little extra time to change up your texts, but it will be well with your effort.
Providing texts with inserted mistakes is a great way to teach upper elementary students how to monitor their comprehension, a metacognitive reading skill. It takes a little extra time to change up your texts, but it will be well with your effort.
Fostering Comprehension Monitoring by Creating Altered Texts
Providing upper elementary students with altered texts is a great way to help them learn comprehension monitoring. In “Accomplish Reading,” students read a sentence or paragraph and decide whether it makes sense. Some sentences are written correctly, but some sentences are written with slight absurdities.
If they understand correctly and respond correctly, the app allows them to go to the next question. However, if they read the sentence incorrectly or with little attention, the message “Re-read the sentence” appears. Re-reading is another strategy that helps students develop metacognitive reading skills which improves comprehension.
“Accomplish Reading” app begins with students making decisions about sentences “Does the sentence make sense?” It progresses to paragraphs, i.e., “Is this a good title for the following paragraph.”
“Accomplish Reading” improves reading comprehension. If you click on the link, Emma will provide an example. https://youtu.be/QpMXVzcIBII?si=1zK7sFY7kNkJBazp.
For additional examples, you can download “Accomplish Reading” (free). After downloading, to an Apple iPad, tap “Demo Mode” which shows all six parts of the program. Each part has sentences or paragraphs with intentional mistakes to help students learn comprehension monitoring or self-correcting, a metacognitive reading skill.
Jane Offutt, Ph.D., Reading Specialist