This paper defines self-regulated learning in three stages: before learning, during the learning process and afterwards. Additionally, different aspects of self-regulated learning are described: cognitive aspect and motivation, emotions, behavior and the context that surrounds an individual. Basic language skills – reading and writing are described, by analyzing the reading, reading science, reading motivation, creative writing and creative writing motivation. The paper also presents the New Curricular Reform for the subject Croatian Language which refers to reading and writing skills. Self-regulated learning skills – reading and writing skills are presented. The aim is to see whether tutoring students in self-regulated reading and writing skills, affects the quality of papers written by first- and fifth-year students and whether there is any difference between them. The research is based on a sample of 70 first- and fifth-year students at the Department of Teaching and Educational Studies in Gospić, University of Zadar. The results show that even short tutorial in self-regulated reading and writing skills significantly improves the quality of students’ papers. The comparison of the students’ grades for papers submitted before and after the tutorial shows statistically significant effect of the learning process.