Increasing metacognition in an attempt to improve comprehension

Comprehension is believed to be a metacognitive process in which readers are aware of and have control over the strategies they use to achieve comprehension. The purpose of this review was to investigate the exact relationship between metacognitive ability and comprehension. Research supporting the direct instruction of metacognitive strategies to increase comprehension is discussed, as well as literature that challenges the efficacy of direct instruction. Studies indicate that it is possible to increase metacognition through direct instruction, and there is a certain amount of transfer to comprehension. The evidence for transfer and durability of the effects is moderately convincing. Literature challenging the efficacy of metacognitive instruction found weaknesses in the studies, as well as a need for further research in comprehension instruction