Cultivating Young Minds: Metacognition’s Impact on Reading Proficiency

Abstract

Metacognition, or being aware of how you process information, is important for younger readers to progress in reading. This study investigates how metacognition helps children's reading development. The approach examines areas of thinking such as self-awareness, considering actions, and looking back to uncover how metacognition contributes to good reading skills. Furthermore, the study seeks to evaluate how well metacognitive approaches increase the reading abilities of young learners. The researchers examined findings from studies and theoretical models connected to metacognition and proficiency in reading. The study aims to provide a broad overview of the subject. The study uses a narrative review approach, carefully reading recent literature on metacognition and reading development. It examines various studies that address the approaches and results of metacognitive treatments on the reading skills of young children. The synthesis of data from various research studies reveals what helps young people build metacognitive skills and improve their reading proficiency. It examines how these findings might guide educators and policymakers and suggests possible treatments and methods for inclusion in schools. This evidence highlights how using metacognition can completely change education and suggests including it in teaching to produce thoughtful and independent readers.