Description: This study will examine the consistency of self-report versus behavioral measures of comprehension monitoring accuracy of 3rd, 4th, and 5th grade students who are participating in a year-long reading comprehension intervention project. In addition, we will also examine the relationship between measures of monitoring with performance on weekly reading comprehension tests and on a standardized test of reading comprehension. The intervention project titled Improving Reading Comprehension using Metacognitive Strategies (IRCMS) is designed to encourage more active, engaged, and strategic reading on the part of the students. IRCMS involves students from 44 classrooms (997 students) mostly from rural schools and low socioeconomic backgrounds. The program centers on seven target metacognitive strategies (prediction, connections, monitoring, summarizing, imagery, inferring, and self-assessment) that have strong support in the literature (Pressley & Harris, 1990; Schraw, 1998). Of these strategies, the greatest emphasis is placed upon monitoring. Students are encouraged to monitor text comprehension through the use of in-class activities modeled by teachers, by using bookmarks that prompt students to ask themselves questions while reading, and through the use of confidence estimates from comprehension questions on weekly passages. For this study we ask the following two questions:1) What is the relationship between self-report measures of comprehension monitoring and behavioral measures of comprehension monitoring?2) To what extent do self-report and behavioral measures of comprehension monitoring predict performance on researcher constructed and standardized measures of reading comprehension? Methodology: All students (3rd - 5th grade) completed the following measures at the beginning of the school year. Jr.MAI (Metacognitive Awareness Inventory): A 12 item scale to measure general metacognitive awareness in the form of two factors: knowledge of cognition and regulation of cognition (Sperling, Howard, Miller, & Murphy, 2002). Metacomprehension Strategy Index (MSI): A 25 item multiple-choice questionnaire to measure children's awareness of strategic reading practices (Schmitt, 1990). The MSI questions ask about reading strategies used before, during, and after reading a text. Half of the students were randomly selected to take the Gates MacGinitie test of reading comprehension. This is a standardized test that has been shown to have strong psychometric qualities (MacGinitie & MacGinitie, 1989). In addition all students completed weekly reading passages that included 5 questions each. The passages were carefully constructed to contain grade-appropriate material and questions in a standard format.Monitoring accuracy is collected on a weekly basis from the in-class reading passages in the form of item-by-item confidence ratings that provide an estimate of absolute accuracy (Nietfeld, Enders, Schraw, in press). The confidence judgments are recorded on a 100-point scale. Monitoring proficiency is measured using an accuracy score (calibration), which consists of the absolute value of the difference between the confidence judgment and performance for each test item, summed over all items on a test and divided by the total number of items.In order to answer our first research question we will examine correlations between the Jr. MAI and MSI with monitoring accuracy scores from the weekly reading passages. For our second research question we will use regression procedures to predict performance on the Gates Test and the weekly reading passages using our measures of monitoring accuracy as predictor variables. Conclusions: We are currently in the middle of the intervention school year, and thus will be able to report results to our research questions this summer. We hypothesize finding a disconnect between self-report and behavioral measures of comprehension monitoring and that behavioral measures of comprehension monitoring will be stronger predictors of performance than self-report measures. This study will contribute more broadly to our understanding of children's monitoring abilities and how metacognitive abilities impact performance.