To monitor comprehension of these processes among students at a large public university, we developed and validated an 18-item Osmosis and Diffusion Conceptual Assessment (ODCA).
In order to monitor comprehension, a task needs to involve at least one of the critical aspects of semantics, for example the relationship between words and objects, as is the case in the word-to-picture-matching task used most frequently in psycho- and neuro linguistics to investigate semantic understanding.
Highly motivated students may also utilize more effective metacognitive strategies such as planning how to approach a new learning task, evaluating progress, and monitoring comprehension of new material [40, 41].
In the academic context, reading involves numerous activities such as understanding and remembering ideas, identifying and selectively attending to important information, monitoring comprehension and learning, synthesizing information as well as critically evaluating a text.
Rereading helped them to monitor their comprehension, trigger new ideas, and regenerate the written information.
Through 15 20 days of instruction, students learned how to foster and monitor their comprehension by using the cognitive and metacognitive strategies of questioning, summarising, clarifying, and predicting.
The clinical use of event-related brain potentials in order to explore and possibly monitor auditory comprehension in aphasia is under discussion [ 47- 50].
Ultimately, among other things, readers should be able to connect prior knowledge to new information in the text, monitor their comprehension, and draw inferences during and after reading (Pearson et al., 1992).
This academic learning typically occurred through self-monitoring of comprehension, integrating new knowledge with prior knowledge, and in constructing and elaborating knowledge (Roscoe & Chi 2007).
This tool offers a suitable platform for functional genomics research in non-model species and it also allows monitoring and comprehension of the whole annotation and analysis steps.
Although prior research has shown that generating explanations encourages students to learn new content with deeper understanding and to monitor their own comprehension more effectively, helping students learn how to explain properly remains a significant challenge.
