ABSTRACT
Two components have been distinguished in comprehension monitoring: evaluation and regulation of comprehension (Baker, 1985; Otero, 1996; Zabrucky & Ratner, 1986, 1989, 1992). Evaluation refers to the identifica tion of a comprehension problem; regulation refers to the remedial strategies used to solve these problems, for example inferencing or rereading portions of a text. The difference is illustrated in studies using the error detection paradigm.
