{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,9,24]],"date-time":"2026-09-24T07:13:51Z","timestamp":1790234031846,"version":"4.1.0"},"reference-count":58,"publisher":"MDPI AG","issue":"3","license":[{"start":{"date-parts":[[2026,3,5]],"date-time":"2026-03-05T00:00:00Z","timestamp":1772668800000},"content-version":"vor","delay-in-days":0,"URL":"https:\/\/creativecommons.org\/licenses\/by\/4.0\/"}],"content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":["J. Intell."],"abstract":"<jats:p>This study examined associations between vocabulary knowledge, reading fluency, cognitive flexibility, and metacognitive monitoring accuracy in reading comprehension among fifth-grade students. Participants (N = 104) completed measures of cognitive\u2013linguistic abilities and reading comprehension, with global metacomprehension judgments after reading and item-level confidence ratings. Metacognitive monitoring accuracy was assessed using calibration of global metacomprehension judgments and item-level confidence ratings. Calibration bias (confidence minus performance) indexed miscalibration direction, and its absolute value indexed calibration accuracy. Resolution reflected discrimination between correct and incorrect item-level responses. Structural equation modeling (SEM) was used exploratorily to examine theoretically motivated direct and indirect pathways via reading comprehension. Vocabulary knowledge showed the strongest associations with calibration accuracy and resolution, fully mediated by comprehension. Reading fluency showed a dual pattern: it contributed positively to resolution through comprehension, while also showing direct associations with lower calibration accuracy, indicating greater miscalibration and overconfident judgment tendencies among more fluent readers. Cognitive flexibility was not significantly related to any monitoring index. By jointly examining distinct indices of monitoring accuracy and separating comprehension-mediated from direct pathways, the study clarifies how cognitive\u2013linguistic abilities may support or bias metacognitive monitoring in developing readers. Linguistic abilities, particularly vocabulary and fluency were central to students\u2019 comprehension monitoring accuracy.<\/jats:p>","DOI":"10.3390\/jintelligence14030042","type":"journal-article","created":{"date-parts":[[2026,3,5]],"date-time":"2026-03-05T11:52:11Z","timestamp":1772711531000},"page":"42","update-policy":"https:\/\/doi.org\/10.3390\/mdpi_crossmark_policy","source":"Crossref","is-referenced-by-count":1,"title":["Metacognitive Monitoring in Reading Comprehension: Examining the Role of Cognitive Flexibility, Vocabulary, and Fluency in Young Readers"],"prefix":"10.3390","volume":"14","author":[{"ORCID":"https:\/\/orcid.org\/0000-0001-7248-6255","authenticated-orcid":false,"given":"Vered","family":"Markovich","sequence":"first","affiliation":[{"name":"Edmond J. Safra Brain Research Center for the Study of Learning Disabilities, University of Haifa, Haifa 3103301, Israel"},{"name":"Department of Special Education, Gordon Academic College of Education, Haifa 3570503, Israel"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0000-0001-6381-7024","authenticated-orcid":false,"given":"Shoshi","family":"Dorfberger","sequence":"additional","affiliation":[{"name":"Department of Special Education, Gordon Academic College of Education, Haifa 3570503, Israel"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0000-0003-4746-7321","authenticated-orcid":false,"given":"Vered","family":"Halamish","sequence":"additional","affiliation":[{"name":"Faculty of Education, Bar-Ilan University, Ramat Gan 5290002, Israel"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0000-0003-2605-208X","authenticated-orcid":false,"given":"Tami","family":"Katzir","sequence":"additional","affiliation":[{"name":"Edmond J. Safra Brain Research Center for the Study of Learning Disabilities, University of Haifa, Haifa 3103301, Israel"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0000-0002-0778-8860","authenticated-orcid":false,"given":"Dana","family":"Tal","sequence":"additional","affiliation":[{"name":"Edmond J. Safra Brain Research Center for the Study of Learning Disabilities, University of Haifa, Haifa 3103301, Israel"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Rotem","family":"Yinon","sequence":"additional","affiliation":[{"name":"Edmond J. Safra Brain Research Center for the Study of Learning Disabilities, University of Haifa, Haifa 3103301, Israel"}],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"1968","published-online":{"date-parts":[[2026,3,5]]},"reference":[{"key":"ref_1","unstructured":"MacArthur, C. A., Graham, S., and Fitzgerald, J. (2006). 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