Original ArticlesFive Minutes a Day to Improve Comprehension Monitoring in Oral Language Contexts An Exploratory Intervention Study With Prekindergartners From Low-Income FamiliesKim, Young-Suk Grace; Phillips, Beth Author Information University of California at Irvine (Dr Kim); and Florida Center for Reading Research, Florida State University, Tallahassee (Drs Kim and Phillips). Corresponding Author: Young-Suk Grace Kim, EdD, School of Education, University of California at Irvine, 3200 Education Bldg, Irvine, CA 92697 ([email protected]). This work was supported by the following grants from the Institute of Education Sciences, U.S. Department of Education, R305F100027 and R305A130131. The views expressed herein are those of the author(s) and have not been reviewed or approved by the granting agency. The authors thank participating schools, teachers, and children.The authors have indicated that they have no financial and no nonfinancial relationships to disclose. Topics in Language Disorders 36(4):p 356-367, October/December 2016. | DOI: 10.1097/TLD.0000000000000103 Buy Metrics Abstract Comprehension monitoring has received substantial attention as a reading comprehension strategy. However, comprehension monitoring is not limited to the reading context, but applies to the oral context for children's listening comprehension, which is a critical foundation for reading comprehension. Therefore, a systematic and explicit instructional routine for comprehension monitoring in oral language contexts was developed for prekindergartners from low-income families. Instruction was provided in small groups for approximately 5 min a day for 4 days a week for 8 weeks. Results showed that children who received comprehension monitoring instruction were better at identifying inconsistencies in short stories than those who received typical instruction with a medium effect size (d = .57). These results suggest comprehension monitoring is malleable and can be taught in the oral language context to prereaders from low socioeconomic backgrounds. Furthermore, the instructional routine reported in this study is flexible for individual, small group, or whole class settings, and likely can be easily delivered by educators such as teachers and paraeducators. © 2016 Wolters Kluwer Health, Inc. All rights reserved.