Enhancing Instructional Time Through Attention to Metacognition

Abstract

This article describes the relationship between metacognition, defined as awareness and regulation of cognitive activity, and the learning needs of students who are experiencing academic difficulty. Investigations of metacognitive instruction to enhance memory skills, to increase text comprehension, and to improve written expression and math performance arc reported. Particular attention is paid to the role of the teacher and learner in the acquisition and self-control of the targeted cognitive strategies.