Abstract
This article presents the efficacy of metacognitive strategies in reading comprehension. Metacognition or “thinking about thinking” involves awareness and regulation of thinking processes in which students are required to think about their own thinking in carrying out academic tasks. In this study, the participants were involved in 8-week reading comprehension training with the application of metacognitive strategies. The comparison on the scores of the pre-test and the post-test proved the effectiveness of metacognition strategy training in improving students’ reading capacity of academic texts. In addition, the Survey of Reading Strategy Questionnaires (SORS) also indicated students’ preference of using metacognitive reading strategies.
Keywords: metacognitive strategies; reading comprehension; problem solving strategies; support reading strategies; thinking.