Abstract
Metacognition plays an important role in text comprehension and learning. In a literacy rich environment, adult- child interactions during shared- reading sessions enhance metacognitive development because children are given opportunities to think about the story and monitor their comprehension.
The natural comparison of two literacy preschool curricula showed that under the innovated preschool curriculum, metacomprehension explained 49 % of the variance in story comprehension in preschoolers, whereas under the old curriculum metacognitive accuracy explained only 3 % of the variance. Moreover, the effect of metacognition on narrative production was mediated by text comprehension.
The chapter, therefore, explains the importance of metacognitive instruction in preschool and primary school classrooms for metacognitive development and text comprehension.