ABSTRACT
This chapter focuses on monitoring of comprehension and explores the metacomprehension judgments. The chapter examines metacomprehension judgments, which involves integrating theory of metacognitive monitoring with theory of text comprehension. It offers one hypothesis about variables that will influence metacomprehension accuracy that is grounded in current theory about text comprehension and about metacognitive monitoring. It focuses on levels-of-disruption hypothesis because it led to the rereading effect and remains useful in guiding future research. According to the levels-of-disruption hypothesis, a major cue underlying metacomprehension judgments is disruptions of comprehension processes that occur while an individual is reading a text. It describes preliminary results from research examining the influence of rereading and advance organizers on metacomprehension accuracy. The magnitude of the correlations was relatively high for those who read advance organizers, which demonstrates some promise for improving metacomprehension accuracy for students reading science texts. Accuracy is then operationalized by an intraindividual correlation between judgments and test performance.
