The Use of Metacognitive Prompts in a Reading Comprehension Task: Process Models of Self-Regulation

Abstract

Metacognitive prompting is an instructional strategy designed to enhance self-regulation (SR) in reading comprehension tasks. Considering the challenges students encounter when processing complex texts, we conducted a pilot experimental between-subjects design study with a sample of students performing a similar task, either with or without metacognitive prompts. The aim was to investigate differences in the frequency of specific SR learning activities and to uncover and analyze sequential patterns of these activities among participants in two independent groups. The experimental group (EG) was presented with prompts during reading, whereas the control group (CG) was not. Additionally, we examined group differences in performance on knowledge tasks administered immediately after task completion. Participants were randomly assigned to the EG (n = 10) or CG (n = 10). They performed a task that included reading aloud the text presented on the screen while verbalizing their thoughts. Afterward, a comprehension test was administered. Utterances were recorded, then transcribed and coded. The EG was presented with four question prompts at three points during the task, while at the same intervals, the CG received a general statement to consider the text they read. Mann-Whitney U tests revealed no group differences in performance on the knowledge test. However, the EG participants produced significantly more metacognitive utterances, especially evaluative ones, than the CG participants. Process mining was applied to model the SR activity sequences for both groups, revealing similar transitions between reading and evaluation, as well as between monitoring and motivation. The differences emerged in how monitoring was integrated into the SR process and in how different cognitive activities were integrated with metacognitive activities in the models. These results are considered in the context of theoretical SR models and findings on the role of motivation and monitoring in reading comprehension, with suggestions for future research provided.