Metacognitive Strategies for Improving High School Students’ Reading Skills
DOI:
https://doi.org/10.63313/IJED.9003Keywords:
Metacognitive Strategies, Reading Skills, High School StudentsAbstract
This paper explores the significance of metacognitive strategies in enhancing the reading skills of high school students. Reading proficiency is not just a skill for decoding text but a critical gateway to knowledge acquisition and academic success. Metacognition, the ability to regulate and monitor one’s own cognitive processes, emerges as a pivotal factor in reading comprehension. The paper is structured around the central theme that metacognitive strategies can trans-form passive reading into an active, purposeful effort, discussing the theoretical underpinnings of metacognition, its relationship with reading, and specific strategies that can be employed by high school students. It further explores the practical implementation of metacognitive strategies in the classroom, empha-sizing the teacher’s role in modeling, teaching, and providing feedback on these strategies. It also advocates for student-centered approaches that encourage self-reflection, group discussions, and autonomous learning tasks, which are essential for students to internalize and independently apply metacognitive strategies. In conclusion, the paper emphasizes the importance of metacognitive strategies in fostering autonomous and effective reading among high school students, thereby preparing them for academic and professional challenges ahead. The study’s findings have practical implications for educators seeking to enhance reading instruction and for students aiming to improve their reading skills.
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