SELF-REGULATED LEARNING IN READING

This chapter provides a model of self-regulated learning that highlights the importance of accurate metacognitive monitoring and effective use of monitoring to guide study decisions in learning. It reviews approaches used to improve the accuracy of metacognitive monitoring and validate models of self-regulated learning by showing the crucial role that monitoring and regulation have played in improving reading comprehension. It is important to understand how metacomprehension accuracy is measured. Glenberg and Epstein developed a procedure for measuring metacomprehension accuracy. They had participants read a series of short texts. Participants then judged their understanding of each text, and then answered an inference question for each text. Interventions designed to improve metacomprehension accuracy have attempted to focus readers on cues related to the situation model when judging comprehension. Empirical evidence shows both delayed retrieval attempts prior to judging comprehension and encoding instructions designed to promote construction of the situation model improve metacomprehension accuracy.