ABSTRACT
One goal of reading instruction is to develop “thoughtful readers who plan selectively, monitor comprehension while reading, and reflect on process and content after reading” (Paris, Wasik, & Turner, 1991). This goal, however, appears unattainable for many students, students whom we choose to call diverse learners. When considering the multiple differences between successful and less successful readers, one differentiating factor aligns with the definition of “thoughtful readers.” That factor is the knowledge and self-regulation of one’s own learning processes—metacognition.
