We explored relations between reading comprehension performance and self-reported components of metacognition in middle-school children. Students' self-reported metacognitive strategies in planning and evaluation accounted for significant variance in reading comprehension performance on questions involving inferences. In Study 2, middle school students read a science text then made predictions about how they would perform on a comprehension test. Students' metacomprehension accuracy was related to their performance at different levels of understanding. Students' text-based question performance accounted for significant variance in metacomprehension accuracy for text-based questions, and inference-based question performance accounted for significant variance in metacomprehension accuracy for inference-based questions. Results from the two studies suggest that metacognitive and metacomprehension knowledge is aligned with the level of information given in text, and is related to deeper understanding of texts, particularly for inferential information. We discuss the implications of these Christian Soto ABOUT THE AUTHOR Christian Soto Our research team is currently investigating metacomprehension in reading and how this is related to other metrics of metacognitive monitoring, most notably learners' ability to accurately report what they know or do not know about a topic. We are also examining whether intelligent tutoring systems based on artificial intelligence can effectively and efficiently train reading comprehension skills in children and adolescents. We believe these lines of inquiry are essential to inform not only educational practice of teachers in classrooms but educational policy as well such as funding decisions for school systems and educational research.

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We explored whether performance differences exist between proficient and poor readers on implicit text information. Next, we explored whether indices of meta‐cognitive monitoring predicted reading performance. Finally, we examined whether poor and proficient readers exhibited distinct meta‐cognitive profiles with respect to reading comprehension ability. Chilean undergraduate students (N = 146) completed a task on inconsistency detection within texts and a standardised reading comprehension performance measure, which we used, along with confidence in performance judgements, to calculate meta‐cognitive monitoring accuracy. Our results confirmed that proficient readers outperformed poor readers on nearly all measures of interest, except global retrospective meta‐cognitive monitoring judgements, and that proficient readers performed significantly better on items related to implicit information of texts than poor readers. Additionally, when combined in a single group, number of inconsistencies correctly detected and repaired and accurate global evaluation of learning judgements significantly predicted reading performance whereas retrospective global and local meta‐cognitive monitoring judgements did not. Of special significance to our investigation, when separated in two groups, poor and proficient readers exhibited unique meta‐cognitive profiles. Proficient and poor readers employ different meta‐cognitive strategies, and poor readers benefit more from strategies than proficient readers.

This study examined school leaders' self-efficacy in relation to time spent on school instructional leadership and managerial tasks. Descriptive statistics yielded a mean score for leadership self-efficacy of 4.1/5.0. For every unit increase in time spent on instructional tasks, leadership self-efficacy scores increased and for every unit increase in time spent on managerial tasks, leadership self-efficacy decreased. In addition, 7% of school leaders spent more than 50% of their time on instructional tasks and 93% spent less than 50% and 45% of school leaders spent more than 50% of their time on management tasks and 55% spent less than 50%.

Monitoring, a regulation of cognition component of metacognition, is an essential aspect of self-regulated learning. Monitoring is recognized as learners' ability to successfully understand what they are learning, and typically involves metacognitive activities such as questioning, reflection, drawing inferences, and self-generating feedback. However, while extant research converges on the notion that monitoring is a malleable and trainable skill, no investigation to date has systematically explored differences in monitoring accuracy effects. Therefore, a meta-analysis was conducted on research that examined the effect of learning strategy instruction on monitoring compared with a control. The meta-analysis explored how weighted effect sizes varied as a function of learning strategies used, study characteristics, and other potential moderators. A systematic search of major databases ultimately produced 56 independent effect sizes involving 7,667 participants, which were subsequently extracted and analyzed. Across the 56 studies, learning strategy instruction interventions yielded a moderate unbiased grand mean effect size (g = -.565; 95% confidence interval [-.639, -.491]), indicating improved monitoring accuracy compared to a control. Moderator analysis results revealed that the weighted mean effect size was larger for studies conducted in laboratories with adult-only samples (ranging in size from 101 to 200 participants) that used deep learning strategies, prediction and postdiction confidence judgments, the difference between prediction-postdiction judgments to calculate monitoring accuracy, and multiple-choice response options for the performance test. Weighted mean effect sizes for the type of monitoring measure, research design, learning strategy instruction duration, and geographic location did not vary significantly among studies. Educational Impact and Implications StatementThe present meta-analysis included 56 independent studies examining the influence of learning strategy instruction interventions on metacognitive monitoring accuracy. This meta-analysis supports the conclusion that learning strategy instruction interventions lead to appreciable gains in metacognitive monitoring accuracy, even after accounting for key moderators such as the learning strategies trained. Thus, research on the observed effects of learning strategy interventions aimed at improving metacognitive monitoring accuracy should continue in hopes of uncovering the most effective learning strategies to improve learning outcomes.