Metacognition and Reading Comprehension: a systematic review
DOI:
https://doi.org/10.30827/dreh.23.2025.31612Abstract
Studies in the field of cognition suggest that metacognition may be related to reading comprehension. The present work investigated the possible relationship between metacognition and reading comprehension through a systematic literature review of empirical studies published between 2017 and 2024, available in the following databases: Web of Science, Embase, Eric and SciELO. The analyzed data made it possible to identify the role that specific metacognitive components such as inconsistencies repair and detection, and global metacognition strategies, have on reading comprehension. Possibles contributions of these results to pedagogical practices in the initial grades are discussed, as well as in planning and implementation of public policies aimed at overcoming functional illiteracy.
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