Which statement best describes metacognition in reading?

Which statement best describes metacognition in reading?

• A. Memorizing vocabulary is metacognition.
• B. Metacognition involves monitoring your own comprehension during reading.
• C. Metacognition is unrelated to reading.
• D. Metacognition is the same as decoding.

Answer: (B)

Metacognition in reading is thinking about your own thinking as you read, especially watching how well you understand the text and adjusting your approach to improve comprehension. The best answer reflects this active monitoring—noticing when something doesn’t make sense, pausing to check meaning, and using strategies to fix understanding. For example, you might slow down, reread a tricky paragraph, paraphrase what you’ve read in your own words, ask yourself questions about the text, or make a prediction and then check if it fits with what comes next. Memorizing vocabulary isn’t metacognition because it’s about recalling word meanings rather than monitoring and regulating understanding during reading. Metacognition is not unrelated to reading; it’s about actively managing your comprehension as you read. It’s also not the same as decoding, which is the skill of turning printed words into sounds and words, a different cognitive process from assessing understanding.

Metacognition in reading is thinking about your own thinking as you read, especially watching how well you understand the text and adjusting your approach to improve comprehension. The best answer reflects this active monitoring—noticing when something doesn’t make sense, pausing to check meaning, and using strategies to fix understanding. For example, you might slow down, reread a tricky paragraph, paraphrase what you’ve read in your own words, ask yourself questions about the text, or make a prediction and then check if it fits with what comes next.

Memorizing vocabulary isn’t metacognition because it’s about recalling word meanings rather than monitoring and regulating understanding during reading. Metacognition is not unrelated to reading; it’s about actively managing your comprehension as you read. It’s also not the same as decoding, which is the skill of turning printed words into sounds and words, a different cognitive process from assessing understanding.