Teaching Metacognitive Skills to Adolescents to Further Reading Comprehension

This action research report looks at how metacognitive teaching strategies help to improve upon adolescents\u27 reading comprehension and self-regulated learning. Educational theorists support teaching specific metacognitive learning tools to further students\u27 comprehension and selfregulation through appropriate application of the strategies learned to various literacy experiences. This study\u27s methodology focused on observing two practicum candidates incorporating metacognitive instruction into their literacy lesson plans and each of their three students\u27 responses and growth in their comprehension and self-regulatory learning. In alignment to the literature, my own findings further revealed the positive value of teaching metacognitive strategies to students\u27 to further their comprehension and self regulation learning. My research suggests for teachers to incorporate various oral communicative and self reflective activities and also model the metacognitive strategy taught in regards to a specific literacy expenence