This application of this research is designed to furnish students with the capacity to identify conceptual weaknesses as a means of enhancing comprehension. The framework of this self-assessment methodology, known as the S-P Learning Diagnosis Chart, establishes a reciprocal benefit for instructors by identifying the nature and degree of concept acquisition of his or her students. In turn, these multiple sources of information strengthen pedagogical efficacy by expanding the instructors repertoire of student tailored, teaching methods. The S-P Chart Analysis Theories, as authored by Dr. Takakiro Sato, are also incorporated into this research in order to provide additional information streams necessary for comprehensive analysis including learning logs, student-teacher reflections, and learning partner consultations. The assessment method calls for the use of the final third grade test scores prior to grade four instruction. The students are divided into three distinct levels of mathematical competence based on high, average, and low performance scores. The data collected from these groups is used to analyse the performance of each study participant. The results of the research suggest the following four conditions:1. The S-P Learning Diagnosis Chart fundamentally changes an instructor’s perception of student progress and pedagogy. Patterns in the research indicate that one’s teaching paradigm effects planning. The instructor’s competence with the subject content and pedagogical methods affect the strategies employed to convey the target concepts. In the post instruction period, the student’s mathematical knowledge affects the teachers’ reflections.2. Effective professional development for in service math teachers can result when the S-P Learning Diagnosis Chart is used to facilitate the five step analytical process of “hypothesis, belief, feedback, reflection, and action.”3. The S-P Learning Diagnosis Chart helps fourth grade students learn math more efficiently while enhancing measured levels of performance. Additionally, it helps students overcome challenges in the learning process when they reflect carefully. It also improves study habits, attitudes to learning, and methods for achieving greater comprehension. According to the research, students with high and average levels of performance improved more significantly than those in the lowest category. Of the two upper level groups, the mid-range group enjoyed the greatest measure of success using self adjustment learning. This group also had the largest number of self learning experts. 4. Students can independently study and apply the S-P Learning Diagnosis Chart to achieve greater levels of self generated comprehension through reflection and action in order to sustain and develop self regulated learning.