Metacognitive Strategies: Their Role in Instruction and in Enhancing Reading Comprehension
DOI:
https://doi.org/10.14712/25337890.5028Keywords:
Metacognition, metacognitive skills, metacognitive knowledge, RWCT (Reading and Writing for Critical Thinking),, reading comprehensionAbstract
The presented article focuses on defining the concept of metacognition within the context of the educational process. It explores in greater detail the importance of metacognitive strategies in supporting reading comprehension among pupils and students. The text distinguishes metacognitive strategies in terms of skills and types of knowledge, and it presents selected research studies that demonstrate the positive impact of metacognitive approaches on instructional effectiveness. Subsequently, specific examples of the implementation of metacognitive strategy development in pedagogical practice are provided. The article concludes by highlighting the influence of these strategies on the development of reading literacy, with particular emphasis on the ability to attain deeper comprehension of texts.
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