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This study explored comprehension monitoring, use of reading strategies and reading comprehension of bilingual students at different levels of perceived proficiency in Italian. The participants were bilingual fifth to eighth‐grade elementary school students from four Italian schools in Rijeka, Croatia. Students' reading comprehension was assessed. Their comprehension monitoring skill was measured on the Metacomprehension test and through use of a cloze task. The Strategic Reading Questionnaire (SRQ) was used as a self‐report measure of strategic reading. A questionnaire investigating Italian language use and perceived proficiency in the Italian language was also administered. Perceived proficiency in Italian was not clearly determined by early or late preschool age of second language acquisition. Bilingual students with high perceived proficiency in Italian (high PP group) had better meta‐cognitive reading skills than those with low perceived proficiency in Italian (low PP group). Comprehension monitoring was the most important predictor of reading comprehension in all students.

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The effect of the self-monitoring training on reading accuracy and fluency of second-grade poor readers was examined. The participants were assigned in one experimental and three control groups. The experimental group was reinforced with token-economy for selfcorrection and fluent reading. One control group practiced reading without feedback, the second one practiced the calculation of simple arithmetic tasks, and the third one received no training at all. The improvement in reading accuracy was obtained only in the selfmonitoring group, and remained for five months. However, the improvement in reading fluency was obtained in the two reading groups, but only the self-monitoring group showed further improvement during five months after training. The results confirmed the importance of self-monitoring already at the level of lexical access in reading and that oflocal text comprehension.