Metacognition and Reading Comprehension


  • Alireza Karbalaei Islamic Azad University



= 185 veces | PDF
= 100 veces| | VIDEO
= 5 veces|


Download data is not yet available.

Author Biography

Alireza Karbalaei, Islamic Azad University

Alireza Karbalaei is an EFL teacher and a Ph.D. Graduate in ELT. His main research interests lie in reading strategies, affective variables, language acquisition and learning, TEFL, and TESL. He has publis- hed several articles and books mostly in the field of TEFL


Anderson, N. (2009). ACTIVE Reading: The research base for a pedagogical approach in the reading classroom. In Han, Z.-H. & Anderson, N. (Eds.), Second Language Reading: Research and Instruction (pp. 117-143). Ann Arbor, MI: University DOI:

of Michigan Press.

Auerbach, E. & Paxton, D. (1997). It's not the English thing: bringing reading research into the classroom. TESOL Quarterly, 31, 237-261. DOI:

Baker, L. (2002). Metacognition in comprehension instruction. In Block, C. C. & Pressley, M. (Eds.), Comprehension Instruction: Research-based best Practices (pp. 77-95). New York: The Guil-ford Press.

Baker, L. (2008). Metacognitive development in reading: Contributors and consequences. In Mokhtari, K. & Sheorey, R. (Eds.), Reading strategies of First and Second-Language Learners: See how They Read (pp. 25-42). Norwood, MA: Christopher-Gordon.

Block, C. & Pressley, M. (2007). Best practices in teaching comprehension. In Gambrell, L., Morrow, L. & Pressley, M. (Eds.), Best Practices in Literacy Instruction (3rd ed., pp. 220-242). New York: Guillford Press.

Block, E. L. (1986). The comprehension strategies of second language readers. TESOL Quarterly, 20, 463-494. DOI:

Brown, A. L., Armbruster, B. B. & Baker, L. (1986). The role of metacognition in reading and studying. In Orasanu, J. (Ed.), Reading Comprehension: From Research to Practice (pp. 49-75). Hillsdale, NJ: Lawrence Erlbaum.

Carrell, P. L., Gajdusek, L. & Wise, T. (1998). Metacognition and EFL/ESL reading. Instructional Science, 26, 97-112. DOI:

Cohen, A. (1998). Strategies in Learning and using a Second Language. London: Longman.

Dansereau, D. F. (1978). The development of a learning strategies curriculum. In O'Neil Jr, H. F. (Ed.). Learning Strategies, New York: Academic Press.

Dansereau, D. F. (1985). Learning strategy research. In Segal, J. & Chipman, S. (Eds.), Thinking and Learning Skills. London: Lawrence Erlbaum Associates.

Devine, J. (1993). The role of metacognition in second language reading and writing. In Carson, J. & Leki, I. (Eds.), Reading in the Composition Classroom: Second Language Perspectives. Boston: Heinle & Heinle.

Ellis, G. & Sinclair, B. (1989). Learning to Learn English: A Course in Learner Training. Cambridge: Cambridge University Press.

Flavell, J. H. (1979). Metacognition and cognitive monitoring: A new area of psychological inquiry. American Psychologist, 34, 906-911. DOI:

Garner, R. (1987). Metacognition and Reading Comprehension. Norwood, NJ: Ablex Publishing.

Lessard-Clouston, M. (1997, December). Language learning strategies: An overview for L2 teachers. The Internet TESOL Journal, 1-23.

O'Malley, J. M. & Chamot, U. A. (1990). Learning Strategies in Second Language Acquisition. 2nd ed. USA: Cambridge University Press. DOI:

O'Malley, J. M., Chamot, A. U., Stewner-Mazanares, G., Russo, R. & Kupper, L. (1985). Learning strategies applications with students of English as a second language. TESOL Quarterly, 19, 285-296. DOI:

Oxford, R. L. (1990). Language learning strategies: What every Teacher Should Know. Boston: Heinle & Heinle.

Oxford, R. L. (2001). Language learning strategies. In Carter, Carter R. & Nunan, D. (Eds.), The Cambridge Guide to Teaching English to Speakers of Other Languages. Cambridge: Cambridge University Press. DOI:

Pressley, M. (2002). Reading Instruction that Works. 2nd ed. New York: The Guilford Press.

Pressley, M., El-Dinary, P. B., Gaskins, I., Schuder, T., Bergman, J. L., Almasi, J. & Brown, R. (1992). Beyond direct explanation: Transactional instruction of reading comprehension strategies. The Elementary School of Journal, 92 (5), 513-555. DOI:

Pressley, M., Snyder, B. & Cariglia-Bull, B. (1987). How can good strategy use be taught to children? Evaluation of six alternative approaches. In Cormier, S. & Hagman, J. (Eds.), Transfer ofLear-ning: Contemporary Research and Application (pp. 81-120). Orlando, FL: Academic Press. DOI:

Sheorey, R. & Mokhtari, K. (2001). Differences in the metacognitive awareness of reading strategies among native and non-native readers. System, 29 (4), 431-449. DOI:

Sinata, G., Brown, K. & Reynolds, R. (2002). Implications of cognitive resource allocation for comprehension strategies instruction. In Block, C. & Pressley, M. (Eds.), Comprehension Instruction: Research-based Best Practices (pp. 62-76). New York: Guilford Press.

Snow, C. E. Burns, M. S. & Griffin, P. (Eds.) (1998). Preventing Reading Difficulties in Young Children. Washington, DC: National Academy Press.

Vogely, A. (1995). Perceived strategy use during performance on three authentic listening comprehension tasks. The Modern Language Journal, 79 (1), 41-56. DOI:

Weinstein, C. & Underwood, V. (1985). Learning strategies. In Segal, J. & Chipman, S. (Eds.), Thinking and Learning Skills. London: Lawrence Erlbaum Associates.

Willing, K. (1987). Learning Styles and Adult Migrant Education. Adelaide: National Curriculum Resource Centre.




How to Cite

Karbalaei, A. (2011). Metacognition and Reading Comprehension. Íkala, Revista De Lenguaje Y Cultura, 16(2), 5–14.