Current models of self-regulated learning emphasize the pervasive need for metacognitive monitoring skills at all phases of the learning process (Winne and Hadwin in Studying as self-regulated learning. In D. J. Hacker, J. Dunlosky, & A. C. Graesser (Eds.), Metacognition in educational theory and practice (pp. 227-304). Mahwah, NJ: Erlbaum, 1998). In this investigation, we examined the impact of teaching 5th grade students how to self-monitor their comprehension and make confidence judgments. One treatment class (N=21) engaged in process-oriented comprehension monitoring training while the other (N=24) engaged in both comprehension monitoring training and response-oriented monitoring accuracy training. Findings revealed that students in both treatment classes improved their calibration accuracy and showed higher confidence on test performance than students in two comparison classes (N=47, N=26) after 2 weeks of instruction. However, students in the monitoring accuracy training class also showed significant gains in overconfidence in comparison to those in the other three classes. Implications for integrating comprehension-monitoring training at the elementary school level are discussed.Metacognitive strategy instruction that combines instruction on how to use particular strategies with an emphasis on the conditional knowledge of when and why to employ such strategies has long been considered the key to regulating one's learning (Baker and Brown 1984). Previous research has shown that effective readers employ a number of metacognitive strategies in a flexible manner that aids their comprehension of text
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