ABSTRACT
Traditionally, as we have seen, reading has been viewed as a cognitive task, and reading research has generally centred on such cognitive processes as ‘language, memory and attention’, and their influence on reading skills. This restricted view of reading as an interplay of decoding and comprehension has been replaced by a concept that also takes readers’ awareness and control of their cognitive activities into account, known as metacognition (Schneider, 1988, p. 53). In other
words, recent research into reading has begun to focus on metacognition, which is “metacognitive awareness of, or perceptions about, strategies and the relationships among awareness or perception of strategies, strategy use, and reading comprehension” (Waxman & Pardon, 1987; Pardon & Waxman, 1988; Barnett, 1988; Carrell, 1989; cited in Carrell et al., 1989, p. 648).
