Metacognition in reading: a synthesis of seminal insights and strategies

This research paper explores the dynamic interplay between metacognition and reading comprehension, aiming to provide a comprehensive understanding of metacognitive strategies' role in enhancing comprehension skills. The study systematically analyses seminal works in the field, categorizes key metacognitive strategies, and evaluates their practical implications in reading comprehension instruction. Metacognition, the awareness and regulation of one's cognitive processes, holds a pivotal position in the realm of education. As learning paradigms evolve, understanding how metacognitive strategies influence the comprehension of written text becomes increasingly essential. This research addresses this pressing need through qualitative content analysis, uncovering themes and patterns in textual data. The analysis of five seminal research papers highlights metacognition's pivotal role in guiding readers toward deeper understanding. Findings underscore the instrumental nature of metacognitive strategies, such as planning, monitoring, and evaluation, in enhancing reading comprehension. Furthermore, the study introduces the innovative use of storybooks as catalysts for metacognitive engagement among learners. The synthesis of identified insights and strategies contributes to a profound understanding of the metacognition-reading comprehension nexus, extending implications beyond language learning to broader educational contexts. This research paper offers valuable insights for educators, researchers, and policymakers. It provides a foundation for integrating metacognitive strategies into reading comprehension instruction, empowering learners to navigate complex texts effectively. Ultimately, this study advances knowledge in metacognition, literacy, and education, highlighting metacognitive strategies as potent tools for elevating reading comprehension skills.