Metacognitive knowledge and strategies have received increasing attention in the field of reading and special education during the last decade. Recent research in reading comprehension provides direction to practitioners in facilitating self-regulation among learning disabled (LD) and at-risk students. This article addresses several areas important to the planning of metacognitive instruction in reading: metacognitive theory, metacognitive goals for instruction, selected research on improving reading comprehension, and specific instructional implications for facilitating and increasing readers' control of comprehension processes.
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