Introduction: Experimental validation of a self-regulated learning procedure for university students, i.e. the "meaningful text-reading" strategy, is reported in this paper. The strategy's theoretical framework is the "ACRA Model" of learning strategies. The strategy consists of a flexible, recurring sequence of five mental operations of written information processing (books, articles, notes, etc.) which facilitate semantic storage of conceptual, theoretical knowledge: linear underlining, paraphrase elaboration, identification of text structures, self-questioning and elaboration of a conceptual map. Method: The experimental study was performed with first-, third- and fifth-year university students during normal class hours and in the classroom. Three experimental groups and three control groups were administered a pre-test, posttest, and follow-up. Learning strategies were measuring through self-observation (ACRA Scales) and through assessment of the execution performed on given texts. Results: Data show that the self-regulated learning procedure called the "meaningful text-reading" strategy can be taught in two to three classes for later use in instructional activities focused on autonomous learning. Discussion: Experimental and experiential evidence answers the following questions: (1) Does the training procedure increase mastery of the strategy? (2) Are the effects of training transferred? (3) Three months later, do effects of the training persist? (Contains 1 figure, 3 charts and 4 tables.)