ABSTRACT
More than 30 years have passed since research on metacognition fi rst got underway, with the onset of interest marked by the publication of the 1975 metamemory interview study of Kreutzer, Leonard, and Flavell and the seminal theoretical work of John Flavell (1976) and Ann Brown (1978). The early studies by developmental psychologists on age-related differences in children’s metacognition captured the attention of researchers concerned with individual differences in reading achievement. The consistent fi nding that has held up over time is that students who are more successful readers exhibit higher levels of metacognitive knowledge about reading and are more skilled at evaluating and regulating their cognitive processes during reading.
