Abstract
Revision is a critically important component of the writing process, yet much research indicates that young children are often reluctant to revise unless provided with strong adult encouragement and support. Children's limited comprehension monitoring ability may contribute to their difficulty with revision. Children in the early elementary school years have been found to systematically overestimate the clarity of text, and therefore they often fail to identify potential comprehension problems that might be experienced by a naive reader. Conversely, accurate assessment of text comprehensibility has been shown to lead to successful revisions by both older and younger children. Recent studies indicate that training in comprehension monitoring strategies in turn yields benefits for children's revision.
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Beal, C.R. The role of comprehension monitoring in Children's revision. Educ Psychol Rev 8, 219–238 (1996). https://doi.org/10.1007/BF01464074
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DOI: https://doi.org/10.1007/BF01464074