COGNITIVE AND METACOGNITIVE READING COMPREHENSION STRATEGIES

Abstract

This article investigates the importance and effectiveness of applying cognitive (understanding-oriented) and metacognitive (self-regulation-based) strategies in the formation of reading comprehension skills among primary school students. It aims to identify the role of these strategies in developing students’ logical thinking, text analysis abilities, and independent learning skills during the educational process. The article emphasizes the integration of cognitive and metacognitive strategies in modern education, suggesting that their application in primary education can further enhance students’ linguistic and intellectual potential. According to the author, these methods not only improve academic performance but also foster a lifelong interest in learning among students