The aim of this study was to explore comprehension monitoring skill and perceived use of reading strategies as factors of reading comprehension. Participants were elementary school students from the fifth to the eighth grade. A Questionnaire of metacomprehension (Pazzaglia, Beni and Caccio, 1999) and cloze-task were used as on-line measures of comprehension monitoring during reading. A Strategic reading questionnaire (Kolić-Vehovec and Bajšanski, 2001) was applied as a measure of perceived use of strategies during reading. Girls had better results than boys on text comprehension, on all on-line measures of comprehension monitoring, as well as on Strategic reading questionnaire. Older students manifested better achievement than younger students on all on-line measures of comprehension monitoring and the same differences were obtained in text comprehension. All on-line measures of comprehension monitoring were significantly related to text comprehension in all age groups. However, perceived use of reading strategies was significantly related to reading comprehension only in eight-grade students.

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