Volume 5, Issue 3 (September 2026)
IJER 2026, 5(3): 0-0 |
Back to browse issues page
Download citation:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
Ghodsi A, Taheri Aasl M. (2026). Teacher-Implemented Cognitive and Metacognitive Strategies to Improve Elementary Students’ Reading Skills: A Literature Review. IJER. 5(3),
URL: http://ijer.hormozgan.ac.ir/article-1-350-en.html
URL: http://ijer.hormozgan.ac.ir/article-1-350-en.html
1- Department of Educational Sciences, Farhangian University, Faculty of Farhangian University, Tehran, Iran
2- Department of Language and Literature, Faculty of Farhangian University, Tehran, Iran ,Mt_201211@yahoo.com
2- Department of Language and Literature, Faculty of Farhangian University, Tehran, Iran ,
Abstract: (9 Views)
Objective: The primary objective of this review is to evaluate the effectiveness of metacognitive reading strategy interventions when implemented within regular classroom environments for elementary-aged students. Given the importance of fostering independent and strategic reading—particularly for students struggling with literacy—this research addresses the current gap in evidence regarding metacognitive skill activation in standard educational settings.
Methods: A systematic review was conducted of peer-reviewed literature published between 2000 and 2024. Inclusion criteria required studies to involve elementary-aged participants, focus on metacognitive reading strategy interventions, and utilize experimental or quasi-experimental designs. An initial search identified 30 relevant studies, of which 19 met all inclusion criteria and were selected for final synthesis.
Results: The synthesis of the selected studies consistently demonstrated that metacognitive instruction effectively improves students’ reading skills and comprehension. The evidence suggests that integrating these strategies enables students to become more independent and metacognitive readers.
Conclusions: Despite the documented efficacy of metacognitive instruction, these practices remain underutilized in elementary classrooms. This research underscores the need for wider implementation of these intervention strategies and provides actionable insights for teachers and reading specialists to enhance literacy outcomes in the regular classroom.
Methods: A systematic review was conducted of peer-reviewed literature published between 2000 and 2024. Inclusion criteria required studies to involve elementary-aged participants, focus on metacognitive reading strategy interventions, and utilize experimental or quasi-experimental designs. An initial search identified 30 relevant studies, of which 19 met all inclusion criteria and were selected for final synthesis.
Results: The synthesis of the selected studies consistently demonstrated that metacognitive instruction effectively improves students’ reading skills and comprehension. The evidence suggests that integrating these strategies enables students to become more independent and metacognitive readers.
Conclusions: Despite the documented efficacy of metacognitive instruction, these practices remain underutilized in elementary classrooms. This research underscores the need for wider implementation of these intervention strategies and provides actionable insights for teachers and reading specialists to enhance literacy outcomes in the regular classroom.
Keywords: Reading, Metacognitive reading strategies, Reading intervention strategies, Elementary students
Type of Study: Review |
Subject:
Educational Psychology
Received: 2025/02/15 | Accepted: 2025/12/15 | Published: 2026/09/1
Received: 2025/02/15 | Accepted: 2025/12/15 | Published: 2026/09/1
Send email to the article author
| Rights and permissions | |
 |
This work is licensed under the Creative Commons - Attribution 4.0 International. |
