This study aims to investigate the relationship between students’ perceived selfmonitoring

awareness and their perception on reading. The reason for conducting this

research is to see if students self-monitoring awareness matches their beliefs and

perceptions of their own abilities in reading. If students can become aware of the

relationship between perception and self-monitoring awareness it will be beneficial for

them since they can become aware of eventual discrepancies in their use of selfmonitoring

strategies and their perception on reading.

Participants of this study were 10 senior-year students from an upper-secondary

school in Söderhamn, Sweden. The data collection tool for this study was a

questionnaire that consisted of three parts. Findings indicate that in some cases there

was a relation between students’ self-monitoring use and their perception on reading. In

addition, results show that most students have a positive perception on reading

comprehension, and that they use different self-monitoring strategies when

comprehending a text. This study can provide insights on how knowing and reflecting

about the relationship between students’ perceptions and their self-monitoring

awareness can help teachers to notice areas where students need to self-monitor their

learning in reading activities.