**Abstract**

This brief chapter examines the metacognitive strategies that deaf and hard of hearing (DHH) students utilize to make sense of texts. After providing an overview of the definition and history of metacognition, this chapter reviews current studies on metacognitive strategies, which can be divided into three main categories: planning or before reading; monitoring or during reading; and evaluating or after reading strategies. This chapter emphasizes the importance of linguistic knowledge and vocabulary knowledge to reading comprehension. Because metacognitive strategies are vital to reading comprehension, teachers must assess students' metacognitive strategies and use the results to design reading comprehension instruction. This chapter also discusses metacognitive assessments used to evaluate metacognitive strategies, including interviews, questionnaires, and think-aloud.

**Keywords:** reading comprehension, metacognitive assessments, deaf and hard of hearing (DHH), prior knowledge, vocabulary
