Online inference making and comprehension monitoring in children during reading: Evidence from eye movements

Inference generation and comprehension monitoring are essential elements of successful reading comprehension. While both improve with age development, little is known about when how children make inferences monitor their during the process itself. Over two experiments, we monitored eye movements groups (age 8–13 years) as they read short passages answered questions that tapped local (Experiment 1) global 2) inferences. To tap monitoring, contained target words which were consistent or inconsistent context. Comprehension question location was also manipulated appearing before after passage. Children made reading, but evidence less clear for sensitive to inconsistencies relied on an inference, although this seen only very late in movement record. Although had a large effect times, it no one experiment first detrimental other. We conclude appear prioritise efficiency over completeness generating spontaneously necessary establishing coherent representation text.