The Process and Product of Coherence Monitoring in Young Readers: Effects of Reader and Text Characteristics.

We examined sixth graders' detection of inconsistencies in narrative and expository passages, contrasting participants who were monolingual speakers (N = 85) or Spanish-English DLLs (N = 94) when recruited in pre-kindergarten (PK). We recorded self-paced reading times and judgments about whether the text made sense, and took an independent measure of word reading. Main findings were that inconsistency detection was better for narratives, for participants who were monolingual speakers in PK, and for those who were better word readers. When the text processing demands were increased by separating the inconsistent sentence and its premise with filler sentences there was a stronger signal for inconsistency detection during reading for better word readers. Reading patterns differed for texts for which children reported an inconsistency compared to those for which they did not, indicating a failure to adequately monitor for coherence while reading. Our performance measures indicate that narrative and expository texts make different demands on readers.

Stimulus Onset Modulates Auditory and Visual Dominance.

Investigations of multisensory integration have demonstrated that, under certain conditions, one modality is more likely to dominate the other. While the direction of this relationship typically favors the visual modality, the effect can be reversed to show auditory dominance under some conditions. The experiments presented here use an oddball detection paradigm with variable stimulus timings to test the hypothesis that a stimulus that is presented earlier will be processed first and therefore contribute to sensory dominance. Additionally, we compared two measures of sensory dominance (slowdown scores and error rate) to determine whether the type of measure used can affect which modality appears to dominate. When stimuli were presented asynchronously, analysis of slowdown scores and error rates yielded the same result; for both the 1- and 3-button versions of the task, participants were more likely to show auditory dominance when the auditory stimulus preceded the visual stimulus, whereas evidence for visual dominance was observed as the auditory stimulus was delayed. In contrast, for the simultaneous condition, slowdown scores indicated auditory dominance, whereas error rates indicated visual dominance. Overall, these results provide empirical support for the hypothesis that the modality that engages processing first is more likely to show dominance, and suggest that more explicit measures of sensory dominance may favor the visual modality.