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Improving Metacomprehension & Self-Regulated Learning from Scientific Texts

A great deal of student learning occurs in self-regulated activities such as reading or studying outside of a structured classroom context. For these activities, it is important that students accurately differentiate well-learned material from less-learned material, else they could waste time studying material that is already well learned, or worse, fail to restudy material that has not yet been adequately learned. Prior research conducted by Thiede, Anderson, and Therriault has shown that students who more accurately monitor their comprehension make better decisions about what to restudy and accordingly perform better on subsequent tests of comprehension Thus, it is important to find ways to help students more accurately assess their own comprehension.

In previous research, Principal Investigator Keith Thiede and his colleagues explored several kinds of interventions designed to increase the accuracy of comprehension monitoring. This grant built on that research, and examined whether those previous interventions can help 7th grade students better learn scientific texts. This project was funded by a four-year 1.8 million dollar grant through the Institute of Education Science from the United States Department of Education.