The present study examines whether the development of monitoring strategies improves textual comprehension skills using an error detection methodology for checking it. Adolescents distributed into experimental and control groups were presented to the monitoring and cloze tasks of pre- and post-tests where tasks like verbal ability, attention and working memory were controlled. The experimental and control groups did not differ in their linguistic-cognitive abilities or in their performance in the pre-test tasks. However, the performance of the experimental group was significantly better than the control group in the reading and monitoring tasks carried out after the intervention. The evidences found in this study suggest that text comprehension can be improved by the efficiency adolescents monitor their reading process.
Monitoring; Intervention; Reading; Adolescent
