Improving Reading Comprehension through Metacognitive Reading Strategies Instruction

This volume provides the most comprehensive resource on metacognition and reading that is currently available. The chapter authors write from a solid foundation of both academically rigorous research and informed pedagogical practice. Readers of this volume will receive a current prospective on how to build and sustain readers’ metacognitive skills that will result in improved comprehension of both print and online based textual materials. In particular, viewing the interdependency of reading and thinking skills with other language skills (listening, speaking, and writing) makes this volume a significant resource to enhance the teaching of reading and the preparation of teachers of reading. -- Neil J Anderson, professor, Brigham Young University–Hawaii
Kouider Mokhtari, an expert on metacognition, has gathered a group of well-renowned researchers, to share current research and their up-to-date understandings on this important construct. One key strength, the volume seamlessly explores the role of metacognition in the reading comprehension of both first- and second-language readers. This comprehensive overview effectively addresses the historical roots of metacognition as well as its relationship to more current theoretical perspectives. The book’s contributors also provide a cogent research-based case for teaching metacognitive strategies to students of varying ages. Clearly written and broad in scope, the book should become an indispensable resource for researchers, staff developers, and students enrolled in teacher preparation programs. -- Rachel Brown, PhD, Associate Professor, Syracuse University