DEVELOPING METACOGNITION IN READING: A THEORETICAL AND PRACTICAL FRAMEWORK
https://doi.org/10.5281/zenodo.15590442
Kalit so‘zlar
Metacognition, Reading Comprehension, Strategy Instruction, Cognitive Regulation, Educational PsychologyAnnotasiya
Metacognition, or “thinking about thinking,” plays a vital role in reading comprehension. This article examines its theoretical foundations, reviews key literature, and presents strategies to develop metacognitive awareness in readers. Using a descriptive qualitative approach, it highlights effective models and instructional methods that enhance reading through explicit strategy training. Findings show that teaching metacognitive skills improves students’ comprehension and self-regulation, offering valuable guidance for educators and researchers.
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