Techniques to Conduct Research in Metacognition and Reading

Abstract

During the last twenty years a great amount of research has been devoted to the area of metacognition and reading comprehension. Taking into account the importance of this type of research for people interested in the teaching and learning of reading, this article describes and analyzes some of the most common techniques used to conduct research in metacognition and reading. First, a general concept of metacognition and a brief explanation of the relationship between metacognition and reading are presented. Second, the article focuses on the description and analysis of five research techniques commonly used in the study of metacognition and reading. Third, some conclusions and recommendations are provided in relation to the strengths and limitations of the research techniques.