STOLP, Stephanie; ZABRUCKY, Karen M.. Contributions of metacognitive and self-regulated learning theories to investigations of calibration of comprehension. International Electronic Journal of Elementary Education, [S.l.], v. 2, n. 1, p. 7-31, aug. 2017. ISSN 1307-9298. Available at: <https://iejee.com/index.php/IEJEE/article/view/255>. Date accessed: 08 july 2020.