Over the last three and a half decades, much research has been conducted on how
accurately learners can discriminate their comprehension of texts, that is, relative …

Research has consistently demonstrated that learners are strikingly poor at metacognitively
monitoring their learning and comprehension of texts. The aim of the present meta-analysis …

People's judgments about how well they have learned and comprehended text materials
can be important for effectively regulating learning, but only if those judgments are accurate …

In recent decades, increasing numbers of studies have focused on metacomprehension
accuracy, or readers' ability to distinguish between texts comprehended more vs. less well …

Students tend to have poor metacomprehension when learning from text, meaning they are
not able to distinguish between what they have understood well and what they have not …

This chapter considers the former type of test to reflect metamemory for text, whereas the
latter is considered to reflect metacomprehension. As suggested by both theory and …

The objective of this study is to investigate the role of self-perception of reading skill as a
critical cue for metacomprehension assessment. To achieve our objective, we inspected …

A set of four experiments assessed the effects of establishing a comprehension-test
expectancy (in contrast to a memory-test expectancy) on relative metacomprehension …

We explored relations between reading comprehension performance and self-reported
components of metacognition in middle-school children. Students' self-reported …

The authors investigated differences in the processes underlying two types of
metacomprehension judgments: judgments of difficulty and predictions of performance (JOD …