Comprehension Monitoring: Extensions of the Kintsch and van Dijk Model: Charles A. Weaver, 1Il, Deborah S. Bryant, and Kevin D. Burns
Charles A., Suzanne, C. Randy Weaver, III, Mannes, Fletcher · 2012
Because this volume is a tribute to Walter Kintsch, I open this chapter with an anecdote. When I first became interested in the topic of comprehension monitoring, I was a fourth-year graduate student searching for a novel dissertation topic. I had already done some situation model work with mental maps (Weaver & Kintsch, 1987), and some preliminary work with algebra word problems (later published, with a tremendous amount of revision; Weaver & Kintsch, 1992). Neitherofthese captured my imagination, though. While skimming though journals one day, I happened upon the work of Glenberg and Epstein (1985), and decided that this was a puzzle worth exploring. It seemed to me so intuitively obvious that readers were able to monitor their reading, yet here was abundant evidence suggesting that they could not. I read everything I could on the topic, and finally approached Kintsch about it, as a possible topic: Why can&s;t readers better monitor their reading behavior? Did it have something to do with the level at which they were asking the questions? Could the Kintsch model be applied here?