Metacognition and Reading in Children: A State of the Art Review

Abstract

The aim of this paper is to provide a review and synthesis of the literature on metacognition and reading in children. The
paper begins with a brief discussion of what metacognition is and presents the components of metacognition. It then reviews
the key studies that have been conducted on metacognition and reading in children. The first part of the review discusses
the empirical studies which examine children’s metacognitive knowledge. The second part considers the research concerned
with children’s monitoring of comprehension. The final part discusses the studies conducted on training of metacognition
about reading in children. The paper concludes by reviewing the current research on metacognition.