Abstract
This study aimed to develop and assess metacognitive strategies to enhance reading comprehension among elementary school students, focusing on inferential, critical, and literal reading skills. Using a quantitative pre-experimental design, 68 students participated, and an expert-validated questionnaire with a reliability coefficient of 0.825 (Cronbach's alpha) was employed. The results demonstrated high responsiveness to the metacognitive strategy plan, showing significant improvements in reading comprehension. The findings suggest that these strategies are particularly beneficial for students at the early stages of their academic journey, though ongoing adaptation is essential for optimal effectiveness.
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