Primary School Metacognitive Learning

Fostering Elementary School Students’ Self-Regulation Skills in Reading Comprehension: Effects on Text Comprehension, Strategy Use, and Self-Efficacy

Irini Dermitzaki

Experimental study with 5th–6th graders. A 14-lesson program taught planning, monitoring, and evaluating while reading. Students improved strategy use and reading comprehension, with some maintenance after three months. Teachers can embed short, structured SRL mini-lessons into regular reading time.

Using Self-Regulation as a Framework for Implementing Strategy Instruction to Foster Reading Comprehension

Elmar Souvignier, Judith Mokhlesgerami

Randomized classroom intervention with fifth graders. Programs combined reading strategies with self-regulation skills like planning and checking understanding. Strategy-oriented groups showed better comprehension and strategy knowledge. Teachers can use guided practice plus gradual transfer of responsibility.

How Can Primary School Students Learn SRL Strategies Most Effectively? A Meta-Analysis on Self-Regulation Training Programmes

Charlotte Dignath, Gerhard Büttner, Hans-Peter Langfeldt

Meta-analysis of 48 intervention studies, many in primary grades. Teaching metacognitive and self-regulated learning strategies produced moderate gains in achievement and strategy use. Results suggest that even short, explicit SRL instruction can improve young pupils’ learning across subjects.

Metacognition and Learning: Conceptual and Methodological Considerations

Annemie Veenman, Bernadette Van Hout-Wolters, Peter Afflerbach

Conceptual review of metacognition research across ages, including children. Summarizes how planning, monitoring, and evaluation support learning and which classroom practices help. Teachers get clear examples of prompts and tasks that make pupils talk and think about their thinking.

Self-Regulation: A Characteristic and A Goal of Mathematics Education

Eveline De Corte, Lien Verschaffel, Annie Op ’t Eynde

Scholarly review plus classroom-based examples in primary mathematics. Describes how to foster metacognitive monitoring, strategic flexibility, and motivation through rich problems and guidance. Teachers can see how to weave reflection and strategy talk into everyday math activities.