This article presents the results of a multi-site study conducted by nine graduate educators in the United States investigating how reading comprehension might be supported by social annotation. This research examines collaborative learning and group construction of knowledge that took place in six classrooms across a university semester. The…

Mind-wandering during reading is often associated with worse comprehension performance. Research suggests that metacognitive competences (i.e., the knowledge about as well as monitoring and regulation of one's own cognitive processes) are positively related to reading performance and may play a role in the prevalence of mind-wandering. However,…

The concern about learners' use of reading strategies during the reading process for better reading comprehension prompted this investigation, especially at the research site where reading skills play a pivotal role in the student's overall learning process. The main aims of the study included examinations of (1) the frequency of metacognitive…

When learning from texts, it is not only important that learners remember and comprehend the content, but also that they monitor and accurately judge their memory and comprehension so as to efficiently regulate their learning. In the present experiment with 51 university students, we investigated to what extent headings within texts promote these…

Metacognition is an important skill required for improving students' reading comprehension ability. Studies have reported effectiveness of metacognitive reading strategies to increase reading comprehension and information retention. However, there is limited research utilizing eye-tracking technology to explore the effectiveness of metacognitive…

The demands of learning in the twenty-first century require being skilled in the use and comprehension of multiple documents. Some individual factors such as the metacognitive skill of theory of mind (ToM) are related to this ability. This study investigated the relationship between university students' ability to comprehend multiple documents,…

Prompting learners to generate keywords after a delay is a promising means to enhance relative judgment accuracy in learning from texts. However, to date, conceptual replications of the keyword effect without the involvement of the researcher who originally proposed it are still scarce. Furthermore, it is unclear whether generating delayed…

Background: Commercial speed-reading training programs are typically marketed with the promise to dramatically increase reading speed without impairing comprehension. From the perspective of reading psychology, it seems quite unlikely that speed-reading training can indeed have such effects. However, research on the effectiveness of modern…

Previous research has shown that misconceptions impair not only learners' text comprehension and knowledge transfer but also the accuracy with which they predict their comprehension and transfer. In the present experiment with N = 92 university students, we investigated to what extent reading a refutation text or completing a think sheet compared…

Reading is typically guided by a task or goal (e.g., studying for a test, writing a paper). A reader's task awareness arises from their mental representation of the task and plays an important role in guiding reading processes, ultimately influencing comprehension outcomes and task success. As such, a better understanding of how task awareness…

This experimental research investigates the impact of teaching metacognitive reading strategies on the reading comprehension of engineering students in the English for Science and Technology(EST) context. This research is the first empirical study of its kind in Libyan English as a Foreign Language (EFL/EST) context. The study utilizes the Survey…

Analyzing constructed responses, such as think-alouds or self-explanations, can reveal valuable information about readers' comprehension strategies. The current study expands on the extant work by (1) investigating combinations and patterns of comprehension strategies that readers use and (2) examining the extent to which these patterns relate to…

Analyzing constructed responses, such as think-alouds or self-explanations, can reveal valuable information about readers' comprehension strategies. The current study expands on the extant work by (1) investigating combinations and patterns of comprehension strategies that readers use and (2) examining the extent to which these patterns relate to…

Learners' monitoring judgments during reading are based on a variety of cues, and the roles of task features in promoting and constraining judgment accuracy are beginning to be understood. This work examined task and item characteristics influencing adults' monitoring of performance during reading and study tasks. In Study 1a, adults (N = 242)…

This mixed methods study examined whether perceived metacognitive reading strategies differed in Iranian EFL learners with different reading abilities. It also compared their actual (real) utilization of metacognitive reading strategies in different English text types (narrative and expository). Four hundred Iranian university students studying…