Abstract
Fifty‐two entering freshmen at a medium‐sized midwestern university served as subjects in this study to investigate the strategy variables in metacognition. After reading five short passages and answering comprehension questions, 27 high comprehenders and 25 low comprehenders were interviewed about their reaction to the reading task, past reading experiences and locus of control. It was found that high comprehenders reported using significantly more strategies, when confronted with a comprehension problem than low comprehenders. Subsequently, the reported strategies were categorized into three groups: I. Strategies that affect the learning environment; II. Strategies that can be observed; and III. Strategies that are engaged in “inside‐the‐head.” No significant differences were found between high and low comprehenders in the reported use of strategies in categories I and II, but there was a significant difference in the reported use of strategies in category III. When repairing misunderstandings high comp...
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