Metacognitive strategy instruction that highlights the role of monitoring and control processes

In this chapter we discuss the role metacognitive strategy instruction plays in learning as well as the effects of metacognitive strategy interventions on learning outcomes. We begin with a brief review of the literature regarding metacognitive strategy instruction followed by a succinct explanation of various conceptual models used in metacognitive strategy instruction research. Next, we survey how the body of literature has treated metacognitive strategy instruction, particularly with respect to monitoring and control processes, and propose a hybrid model of strategy instruction. We end the chapter by discussing implications for metacognitive strategy instruction research and practice and identifying gaps in the research literature and areas that merit further investigation.