During comprehension monitoring, readers use various cues to make metacognitive judgments of comprehension. Two kinds of such cues are perceived interest and domain familiarity. The aim of this study was to explore the relationship between these cues and metacognitive judgments made during expository text comprehension monitoring. Psychology students (N = 69) participated in the study. Participants read 6 expository texts. After reading each text, they predicted their performance on the comprehension test. After taking the test, they rated their performance. In addition, they also rated their interest and domain familiarity for each text. The analysis of intraindividual correlations between the various judgments and text comprehension revealed that the correlations between metacognitive judgments and perceived interest and domain familiarity were higher than correlations between metacognitive judgments and text comprehension. Higher correlations were obtained between domain familiarity and metacognitive judgments than between metacognitive judgments and perceived interest. Although both predictions and postdictions are to a certain degree based on perceived interestingness and domain familiarity, the obtained results indicate that they are more important for predictions.

expository text, metacognition, comprehension monitoring, metacognitive judgments