Özet:

Abstract: Metacognition research has provided evidence for its beneficiary impacts on vocabulary, reading awareness, skills, comprehension, performance, and responsibility for learning. However, the realties between research and mainstream classrooms are not similar; students in mainstream classrooms may suffer from deficiency of metacognitive competencies for various reasons. The curriculum might be a potential reason for this problem. Therefore, via document analysis and thematic deductive coding, the national curriculum of Turkish language, specifically reading standards, were analysed to identify the place and weight of metacognition in this specific context. The analysis revealed that reading standards recognize metacognition and might help students develop metacognitive competencies to a limited extend. In its current form, standards can develop students’ metacognitive knowledge about text structures, genre, mechanics, and language use and they can also help students’ practice few planning strategies, couple of fix-up and/or comprehension strategies, and comprehension evaluation. Metacognitive experiences may provide students with opportunities to supplement limited metacognitive knowledge, regulation of strategies, and doing self-assessment by reasoning and/or critical thinking. It is important to revise the standards to include metacognitive knowledge about reading, self, strategies, and task and to have students practice self-assessment of reading process, effectiveness of strategies, reading products, and task completion or goal-achievement. It is also important for teacher education programs to include at least, elective classes for teaching metacognition, therefore, such standards can be realized, effectively.

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