中文摘要：

采用“阅读-关键词处理一元理解监测-测验1-选择文章重读-测验2”的流程，探讨元理解监测对元理解调控与阅读理解成绩的影响。结果显示，延迟写关键词相对于即时写和不写关键词更利于监测精确性的提高；延迟关键词组借助精确的监测能做出有效的元理解调控，选出测验1中得分低的文章重读，并在测验2中有较好表现，而其他两组只能选出其认为难的、而非得分低的文章重读，在测验2中表现不佳。元理解监测的精确性影响元理解调控的有效性，进而影响阅读理解成绩。

英文摘要：

Metacomprehension monitoring and regulation are central to self-regulated comprehension. Metacomprehension monitoring, which refers to the process of monitoring learning from text, is important for goal setting, planning and the regulation of reading strategies in reading comprehension. Lots of researches have been conducted to investigate whether metacognitive judgments are, indeed, accurate. In paired-associate learning, monitoring accuracy can be improved in a variety of ways. However, monitoring accuracy is far less impressive when the task involves reading written texts; the mean Gamma correlation is quite low. One of the purposes in this study is to investigate how to improve the accuracy of monitoring and whether or not that metacomprehension accuracy is higher for delayed-keyword group than for immediate-keyword group and no-keyword group. One of the key issues in the study of metacognition is how people use metacognitive judgments to adjust, strategize, and maximize learning, so it is important to find out that which factors can enhance the accuracy of metacomprehension monitoring and whether accurate monitoring can provide a basis for making decisions about what to restudy or how long to study. The most important issue in this study is to investigate whether superior accuracy could lead to more effective regulation of study （i.e., participants choose to reread less learned texts over better learned texts to a greater degree）, and whether this could produce greater test performance. 59 college students participated in this experiment. The participants were divided into 3 groups, delayed keyword group, immediate keyword group, and no keyword group. The materials were six expository texts （from 987 to 1180 Chinese characters）. Each text was followed by 12 questions （6 detail questions and 6 inference questions）. Participants all read the six texts on a computer LCD monitor. Then they rated comprehension on a 1-7 scale and took a comprehension test on each text after generate keywords. All the