One of the first definitions of metacognition comes from Flavell (1976), who describes it as ‘one’s knowledge concerning one’s own cognitive processes and products or anything related to them’. He also asserts that metacognition includes ‘the active monitoring and consequent regulation and orchestration’ of information processing activities (Flavell 1976: 232). Metacognitive development can therefore be described as a development in one’s metacognitive abilities, i.e. the move to greater knowledge, awareness and control of one’s learning.

Metacognitive strategy instruction focuses on teaching learners how to become aware of and regulate their own thinking processes during literacy tasks. In this approach, students are not only taught what to learn, but also how to think while learning. For students with various cognitive processing styles, this is especially essential since it encourages them to actively overcome comprehension challenges and enhance their independence in reading and writing assignments.

The use of self-questioning approaches, in which students propose questions to themselves before , throughout, and following reading, is one such illustration. Before reading, for example, they could wonder, "What do I already know about this topic?They may wonder, "Does this make sense?" as they read.or "What is this paragraph's major idea?They ponder after reading by asking themselves things like, "Can I summarize what I have read? or "What did this text teach me?"

Furthermore, reflection journals or learning logs can be used, where students regularly write about their understanding, difficulties, and strategies used while completing literacy tasks. This fosters continuous self-reflection and assessment of learning progression.

To determine level of comprehension, instructors may also utilize reading guides or checklists that allow students to pause at specific sections in a text. Over time, these organized resources assist students to develop control over their reading methods.

To conclude everything, teaching metacognitive strategies helps students become more autonomous, strategic, and proficient readers and writers by strengthening their capacity to control their cognitive processes.

Reference:

Cubukcu, F. (2008). How to enhance reading comprehension through metacognitive strategies. Journal of International Social Research, 1(2).

Metacognitive Strategy Instruction