Vurdering af metakognition - implementeret i naturfaglig læsning: Med udgangspunkt i forskningsbaseret viden om metakognitive læsestrategier som en central komponent i læseforståelse, undersøges lærerens mulighed for at vurdere elevers metakognitive strategibrug med henblik på at opstille anbefalinger til en mulig vurderingspraksis i den fortsatte faglige læseundervisning på ældste trin.

In research based evidence metacognition is recognized as a central component in developing reading comprehension. This study investigates how teachers can assess students' awareness and use of comprehension strategies.
Metacognition can be pin pointed with methods and tools tested in reading comprehension research and studies. But also prototypical methods can inspire the teachers’ selection and development of specific assessment methods and tools adapted for instruction and teaching.
Inspired by an American strategic program, CORI, Concept-Oriented Reading Instruction, this study suggests and outlines a development of the Cori program.
This study exemplifies, analyzes and discusses a practical method of evaluation with four specific assessment tools. The argument for the content and design of the suggested methods and tools are rooted in the purpose of assessing metacognition.
It sets out recommendations for professional instruction in disciplinary reading, which argues that Reading and Science teachers should evaluate and assess whether or not students learn to apply strategies to develop reading comprehension