请润色以下段落，请注意这是一篇论文，不需要过于修饰文章词汇，只需要不让词汇那么单调即可。Indicator 6 has the highest Mean score of 2.94 and is ranked first. This indicates that the participants strongly agree with their ability to adjust their reading strategies based on their previous reading experiences. According to Kleintjes, Jansen, and Leseman (2020), effective reading strategies, combined with working memory capacity, can enhance reading comprehension outcomes. Indicator 7 has a mean score of 2.83 and is ranked second. This suggests that participants possess the ability to employ visualization techniques to aid in memory retention while reading. Visualization is a metacognitive strategy that facilitates the encoding and retrieval of information from memory (Kircher, Ray, & Droop, 2019). This ability indicates an active engagement with the text and highlights the participants’ effective use of working memory in comprehension monitoring. Indicator 4 has a Mean score of 2.73 and is ranked third and suggests that the participants possess some level of working memory capacity to hold multiple ideas simultaneously during reading. This ability enables them to make connections among different parts of the text and monitor their comprehension effectively. A study by Yu and Spector (2019) supports the notion that working memory capacity is related to reading comprehension performance.
Meanwhile, Indicator 5 has the lowest Mean score of 2.51 and is ranked seventh. This indicates that participants exhibit a relatively lower level of agreement with their ability to retain information from the text momentarily without referencing it again. This suggests limitations in their working memory capacity for immediate recall. It is important to note that immediate recall is closely linked to comprehension monitoring as it enables readers to integrate information from different parts of the text. Pishghadam, Khajavy, and Zabihi (2017) highlight the importance of working memory capacity in reading comprehension. Indicator 2 has a Mean score of 2.61 and is ranked fifth. This score suggests a moderate level of agreement among participants. It indicates their ability to perform other tasks simultaneously while reading without compromising comprehension. However, the score also suggests room for improvement in terms of multitasking efficiency. Research by Cain, Misra, and Conway (2020) highlights the challenges associated with multitasking during reading and the potential negative impact on comprehension. Indicator 3 has a Mean score of 2.54 and is ranked sixth. This score suggests a relatively lower level of agreement with the statement. It indicates that participants may have difficulties in retaining specific details from the text. This limitation in working memory capacity can impact their ability to monitor comprehension effectively. Research by Kendeou, Van Den Broek, Helder, and Karlsson (2014) emphasizes the role of working memory in retaining and connecting textual details for comprehension.
The data presented in Table 4 indicates that overall, non-English majors have moderate to agreeable Reading Comprehension Monitoring Ability in terms of Working Memory. The top-ranked indicators suggest that non-English majors possess strong adaptive reading strategies, utilize visualization techniques effectively, and can keep track of multiple ideas simultaneously. These findings are consistent with previous research highlighting the importance and benefits of adaptive strategies, visualization techniques, and managing multiple ideas in reading comprehension.
However, the lower-ranked indicators reveal areas where non-English majors may require further support and improvement. The struggles in remembering information without constantly referring back to the text, recalling specific details, and multitasking without compromising comprehension emphasize the challenges they face in these aspects of reading comprehension monitoring. These findings align with research emphasizing the significance of working memory in remembering and integrating information, recalling specific details, and the detrimental effects of multitasking on reading comprehension .
To enhance non-English majors’ reading comprehension monitoring ability, it would be beneficial to provide explicit instruction and practice in strengthening working memory, particularly in areas where they struggle. Strategies such as chunking information, using mnemonic devices, and metacognitive monitoring could be introduced (Lonigan, 2013). Additionally, scaffolding support in remembering information, such as providing graphic organizers or teaching note-taking strategies, may aid in improving their reading comprehension (Plenty & Kahlaoui, 2015).
In conclusion, the data presented in Table 4 provides insights into the reading comprehension monitoring ability of Chinese non-English majors in terms of Working Memory. The top-ranked indicators indicate strong adaptive strategies, effective visualization techniques, and the ability to manage multiple ideas simultaneously. On the other hand, the lower-ranked indicators highlight difficulties in remembering information, recalling specific details, and multitasking without compromising comprehension. These findings suggest the need for instructional support and strategies to strengthen working memory and improve non-English majors’ reading comprehension monitoring ability.