The Queen Rania Foundation continues its pioneering efforts to improve the quality of education in Jordan and the Arab region by developing effective teaching tools aimed at strengthening students’ reading and writing skills. To this end, the Foundation has produced a valuable set of educational tools and innovative approaches in collaboration with the Education Endowment Foundation (EEF) in the United Kingdom. These include the School Guide for Parental Engagement  in Supporting Literacy learning (2020), the Feedback Guidance Report (2024), and the Reading Comprehension Strategies Guide(2025).

In this context, we are pleased to announce the launch of the Metacognition and Self-Regulation Guide, which is a significant addition to the range of teaching tools offered by the Foundation. This guide focuses on developing metacognitive and self-regulation skills—planning, monitoring, and evaluation—among primary-stage students.

The guide includes a set of self-regulation and metacognitive strategies drawn from recommendations of educational studies and research, such as modelling thinking processes and explicit teaching using the seven-step model. It also presents practical examples of a range of strategies, including self-questioning, KWL(Know–Want to know–Learned) SNIPS(a five-step reading comprehension method for interpreting visual cues like graphs and charts), concept maps, and graphic organizers. These examples focus particularly on reading and writing skills, alongside other diverse skills.

These strategies play an important role in helping students manage their own learning independently and engage actively and reflectively with their thinking processes and how these are organized. This, in turn, ensures the development of their cognitive and metacognitive skills side by side.

With regard to the impact of these strategies, research shows that their effective implementation can contribute to progress equivalent to an additional seven months of learning on average over the course of a year. This reflects their profound effect—when explicitly taught to students—on how they manage their learning and, on their ability, to rely on themselves when facing similar challenges in future tasks, following clear steps grounded in metacognitive skills.

The launch of the Metacognition and Self-Regulation Guide reflects the Queen Rania Foundation’s ongoing commitment to providing effective and sustainable educational solutions for teachers. It aims to close learning gaps and strengthen durable skills in order to nurture a generation that is aware of how it thinks and proficient in self-regulation skills.

With this qualitative addition, we hope to play a substantial role in improving students’ metacognitive and self-regulation skills, thereby enhancing their reading proficiency and independence in ways that meet the aspirations of both parents and teachers.