The Impact Of Deep-Processing On Senior High School Students' Metacomprehension Mornitoring Accuracy With Different Working Memory Capacity

The process of successful reading comphrehension needs metacognition.More and more people pay close attention to the importance of comphresive monitoring in the reading process. According to the their studies that the individual metacomprehension accuracy in reading process is rather low. Scholars in the area of metacomprehension study have placed great emphasis on impoving this accuarcy in recent years. This following reaserch is based on the simultaneously processing theory, attemping to explore how deep-processing strategies influence the senior high school students'metacomprehension accuracy in the process of simultaneously reading the "Understanding" (the object level of processing) and "Monitoring" (the meta-level processing). What's more, it will explore the clues which help the readers with their metacognation by observing different types of questions (detail subject and infrerence subject) with the metacomprehension accuracy.This study consists of two experiments.The first one analyzes valid data on 101 senior studetns, exploring the rereading--one of deep-processing strategies'influence on the senior high school students' metacomprehension accuracy by operation of the variablest:reading forms (read once, re-read), working memory capacity (high working memory capacity, low working memory capacity). Through analysizing the different types of questions (detail subject,inference subject) of the metacomprehension accuracy, the reader will find clues the metacomprehension judgement. The second experiment focuses on analysing the valid data from 154 testees. According to the reasult of the first experiment, it will increase the efforts of deep-processing, combine the rereading with the summarying and self-explanation; and also operate these variables:read the forms (read once, re-read with summaring, reread with self-interpretation), working memory capacity (high working memory capacity, low working memory capacity), further the exploration for deep processing (dual procssing) impact to metacomprehension accuracy of the different working memory capacity of high school students. Through research, get the following results:1.In the reading process, with the simultaneous exectuion of the object level of processing and meta-level processing, readers with working memory capacity lack the capabilty of removing the attention to metacomprehension.2.The readers are more likely to make comprehensive judgments based on the clues of the superficial level of context.3.The single re-reading process is not able to improve readers' metacomprehension monitoring accuracy remarkably, but Self-explaination on the base of re-reading increase the readers'metacongation monitoring accuracy prominently; and then it is able to promote the metacomprehension monitoring accuracy of readers with lower working memory capacity.As all the results indicate, high school students have the problems in the depth of understanding and the difficulties in monitoring in the reading process. So with the appropriate deep-process, it can help to increase individual reading comprehension, be useful for effective reading pedagogy, as well as play a certain role in the self-enlightenment for students' self regulation learning process.