Self-regulation skills are critical for students of all ages in order to maximize their learning. A key aspect of self-regulation is being aware of one's performance and deficits in self-evaluation. Additionally, a clear consensus has not been reached regarding the age one can start learning these self-regulation processes. In order to investigate the possibility to raise awareness to some self-regulation deficits in 5 to 8 years old children, we have introduced two prompts triggered randomly after 1 out of 15 exercises into a literacy web-application for primary school students, to evaluate perceived difficulty [Too easy, Good, Too difficult] and desired difficulty [easier, same level, harder]. Comparing students' actual performance with their responses to self-regulatory prompts can provide information about their ability to self-regulate their learning, in particular in terms of self-evaluation and self-efficacy. We collected 2,600,142 responses from 467,116 students for our experiments. The goal of this paper is to assess the impact of two different remediation strategies to reduce the two types of deficits initially measured in students. In a first study, we measured the impact of a gauge (resp. an audio recording) showing (resp. telling) the number of correct and incorrect answers to help students evaluate their actual performance during answers to the self-regulation prompts. In a second study, we measured the impact of giving self-evaluation and self-efficacy remediation to students who showed a deficit in self-regulated learning abilities from their answers to the self-regulation prompts. The results show (a) a significant reduction of self-evaluation deficits when answers were supported by a visual gauge, (b) no significant impact on selfevaluation deficits when answers were supported by an audio recording, (c) a significant reduction of future self-evaluation deficits when giving students audio feedback advising them not to repeat a detected deficit. This underlines the possibility of scaffolding self-regulated learning skills in a web based application from a young age while learning another skill.