理解監控是後設認知中影響閱讀理解最重要的成分。過去研究發現讀者理解監控能力的高低與其本身的成熟度及閱讀能力有關，然而，針對正在學習閱讀的國小學童的研究結果卻不一致。因此，本研究的目的在了解國小五年級學童的理解監控能力，研究對象為69名五年級學童。研究設計以錯誤偵測任務為主，並同時採用即時和非即時的評量蒐集學童的閱讀理解監控表現。研究結果指出，閱讀能力的高低會影響學童的閱讀理解監控表現，且學生無論閱讀能力高低，都能運用不同的評估標準進行理解監控。與過去研究不同的發現是，本研究之五年級學童已具備從文章建構意義、整合已知知識及經驗於理解新訊息的能力，建議未來可以針對高年級學生設計閱讀理解策略的教學課程。

Comprehension monitoring has been viewed as the most important metacognitive component in reading comprehension. Although it has been widely recognized that age and reading proficiency are related to a reader’s capacities to monitor his/her reading comprehension, the findings on whether elementary school students are also effective at monitoring their comprehension during reading have not been consistent. Therefore, the purpose of this study was to investigate 5th grade students’ comprehension monitoring performance. The participants were 69 5th graders in Taiwan. For documenting students’ capacities in monitoring their comprehension during error detection task, the study employed both on-line (to underline) and off-line (to answer probe questions) measures. The results indicated that students’ reading comprehension levels did have effects on their performance on the error detecting task, and most students were able to use different standards to evaluate their comprehension. Different from the fi ndings of previous studies on elementary school students, our analysis of students’ verbal reports showed that 5th graders are able to construct meaning from the text and monitor their understanding at the same time, rather than focus on decoding the individual words, and can integrate prior knowledge with incoming text information. Thus, the author suggests that an integrated comprehension strategies instruction should be designed for these upper-grade elementary school students.