What is Metacognition in Reading?

Teaching Students to Read Metacognitively

Reading is all about understanding what you’re reading. Reading is a skill that enables proficient readers to comprehend the text, make sense of it, obtain new information, relate to the characters, and appreciate the author’s work in a variety of situations. Students who learn to read more successfully become more aware of the meaning of words as well as the presence of errors.

When students are reading, they make a number of blunders. When reading, students may make grammatical errors such as deleting words or inserting words when they are not necessary. It is also possible to make errors connected to fluency, such as forgetting to pay attention to punctuation. It is possible that this will cause uncertainty about who is speaking.

Occasionally, a student’s mistake will cause the meaning of the text to be altered. Sometimes it will, and other times it will not. It is true that the greater the number of mistakes a child makes, the greater their understanding.

Students who actively monitor their comprehension can spot errors and utilise solutions to get their understanding back on track. Students who regularly monitor their comprehension are more likely to succeed. Students who are still learning how to decode, as well as those who are proficient but are not actively reading the material, need to be able to track their progress in understanding the text.


Students use metacognition to think about what they are reading. This ability to think about one’s thinking is crucial for understanding comprehension and fixing any problems.

We talk about metacognition when I introduce it to children. It is the voice that speaks back to us as we dream and think. This voice can also talk back to us while we are reading the story. It’s easy to let thoughts rise up as we read. It’s important that you pay attention to them. Talking about the good feelings our minds have when we read and understand a story is a way to talk about how we feel. Our minds feel different when we don’t understand the story.


A mini-lesson I teach has been very effective in helping third-grade

The concept of monitoring comprehension should be understood by the students. Safety pin is the subject of Valerie Worth’s poem, “Safety Pin,” which depicts the everyday object without naming it. My students don’t know what it is because I relate it to a fish or a shrimp and don’t tell them what it is called. Students in middle and high schools can utilise the poem “I like it to see it lap The Miles” by Emily Dickinson to illustrate their points.

After we’ve finished reading the poem together, I’ll ask you, “What’s the poem about?” Are there any specific terms in this poem that cause you to believe that? What image does the poem conjure up in your mind?

After I’ve gathered their views, I ask them a few more questions and we discuss how they felt when the poem was read aloud. Many of them were uneasy with their ability to comprehend the poem. In my explanation, I pointed out that the same thing happens when we read and make mistakes, or when the text is too difficult for us to comprehend. Our minds aren’t in a good place.

The poem’s title is revealed, and safety pins are handed out to the audience. After that, we reread the entire poem aloud as a group. Many students find the reveal to be a great lot of entertainment. When we have learned the theme of the poem, we may talk about how our minds react to it. As readers, I want to emphasise the necessity of paying close attention to how our brains react when we learn about a new subject or concept. This will assist us in comprehending what we are reading.


After finishing the lesson, I hand out to kids an anchor chart that I prepared based on concepts from the book Growing Readers by Kathy Collins (available on Amazon). As they read it, students can ask themselves the following questions: Is it visually and acoustically correct? Is it possible for me to imagine the storey? Are you able to repeat the storey? Is it beneficial to my mental health?

Brooke MacKenzie is a Canadian actress and singer.

A reading comprehension chart created by the author

The bottom of the chart outlines what students can do if they receive a negative response to any of the questions: Increase your reading speed by slowing down, rereading, and sounding it out before continuing.

Use your own books and a stack of sticky notes to help students practise keeping track of their reading progress. Notes can be made on sticky notes by students, and they can debate the sections that are perplexing with their partner(s). In my experience, discussing with students about their solo reading and providing comments in small groups has shown to be an effective way of assisting them in improving their monitoring abilities.