When applied to the reading task, metacognition refers to the readers' ability to monitor their own comprehension of material and to invoke the appropriate skills and strategies necessary for comprehension. The purpose of this article is to review some of the recent research on metacognition and to present some implications for its use in classroom instruction.
Wham, M. A. (1987). Metacognition and Classroom Instruction. Reading Horizons, 27 (2). Retrieved from https://scholarworks.wmich.edu/reading_horizons/vol27/iss2/3