The ENEA Marine Environment Research Centre of S. Teresa has been involved since the '70s in monitoring, analysis and comprehension of physical, chemical and biological processes in marine environment.
The MFG and SFG have previously been associated with working memory [ 78] and have been implicated in a distributed network monitoring and facilitating comprehension [ 79, 80].
In contrast, the results relating to the vocabulary and comprehension monitoring tasks were more mixed.
Four tasks were administered using a classical pre-test/training/post-test design: listening comprehension, reading comprehension, vocabulary and comprehension monitoring.
Its ten scales are classed into affective strategies, goal strategies and comprehension monitoring strategies, thus covering cognitive, metacognitive (particularly, self-regulative), affective and motivational aspects.
Highly motivated students may also utilize more effective metacognitive strategies such as planning how to approach a new learning task, evaluating progress, and monitoring comprehension of new material [40, 41].
They elaborate on their existing knowledge, formulate relationships and make connections among items, develop self-explanations, and monitor their own understanding and comprehension.
In the academic context, reading involves numerous activities such as understanding and remembering ideas, identifying and selectively attending to important information, monitoring comprehension and learning, synthesizing information as well as critically evaluating a text.
Furthermore, to assure the quality of data, entries in the CRF are checked according to completeness, correctness and comprehension during four monitoring visits in each centre.
Through 15 20 days of instruction, students learned how to foster and monitor their comprehension by using the cognitive and metacognitive strategies of questioning, summarising, clarifying, and predicting.
