The ability to monitor the status of one's own understanding is important to accomplish academic tasks proficiently. Previous studies have shown that comprehension monitoring (metacomprehension accuracy) is generally poor, but improves when readers engage in activities that access valid cues reflecting their situation model (activities such as…

Learning from texts requires reflection on how far one has mastered the material. Learners use such metacognitive processes to decide whether to engage in deeper learning activities or not. This article examines how the lexical surface of specialist concepts influences their mental representation. Lexical encodings that are the concise wordings of…

This study explored the dimensionality of multiple-text comprehension strategies in a sample of 216 Norwegian education undergraduates who read seven separate texts on a science topic and immediately afterwards responded to a self-report inventory focusing on strategic multiple-text processing in that specific task context. Two dimensions were…

A number of authors have presented data that challenge the validity of self-report of strategy use or choice of strategy. We created a multiple-choice measure of students' strategy use based on the work of Kozminsky, E., and Kozminsky, L. (2001), and tested it with three samples as part of a series of studies testing the fit of the DIME model of…

Two experiments were conducted to investigate anchoring effects on metacomprehension judgments as a function of fictitious information participants received about past peer performance. In Experiment 1 participants were randomly assigned to one of the three anchor groups that, in some cases, provided past peer performance averages in terms of a…

Self-regulated learning has been described as an adaptive process: students adapt their learning strategies for attaining different learning goals. In order to be adaptive, students must have a clear notion of what the task requirements consist of. Both trace data and questionnaire data indicate that students adapt study strategies in limited ways…

Comprehension emerges as the results of inference and strategic processes that support the construction of a coherent mental model for a text. However, the vast majority of comprehension skills tests adopt a format that does not afford an assessment of these processes as they operate during reading. This study assessed the viability of the Reading…

In recent decades, increasing numbers of studies have focused on metacomprehension accuracy, or readers' ability to distinguish between texts comprehended more vs. less well. Following early findings that suggested readers are fairly poor at doing so, a number of studies have identified specific tasks to supplement a single reading of text that…

Integrating both quantitative and qualitative approaches, this study examined the knowledge and application of strategic reading among Taiwanese adolescents learning to read English as a foreign language. A total of 144 Grade 11 students participated in this study. Correlational analysis and t-tests were applied to analyzing quantitative data,…

Low accuracy levels are often obtained when readers are asked to predict test performance over reading materials. Three investigations further explore the information readers use to make predictions during metacomprehension. Our results show that readers' estimates are influenced by factors such as their initial impression of the reading task,…