Thinking with Machines: Leveraging Artificial Intelligence (AI) to Foster Metacognitive Reading Comprehension
Kouider Mokhtari, Nirmal Ghimire · Education and human development · 2025
As artificial intelligence (AI) tools become increasingly accessible in classrooms and homes, educators face a critical question: Can AI be used to enhance rather than replace deep cognitive and metacognitive engagement with text? In this chapter, we explore how AI technologies such as large language models (LLMs), intelligent tutoring systems, and adaptive reading platforms can support students in developing metacognitive reading comprehension strategies before, during, and after reading. Consistent with our goal of advocating for framing AI as a partner rather than a cognitive shortcut, we examine how students can be taught to think with machines, using AI to prompt reflection, monitor understanding, and regulate their reading processes. Drawing on theories of metacognition, self-regulated learning (SRL), and digital literacy, we share practical models and instructional approaches for integrating AI into metacognitive reading instruction. These approaches highlight strategy use in relation to the metacognitive awareness of reading inventories, such as the Metacognitive Awareness of Reading Strategies Inventory-Revised (MARSI-R), which assesses the awareness and use of global, problem-solving, and support reading strategies. We address both the affordances and limitations of AI, emphasizing ethical use, student agency, and equitable access, and include a set of reflective prompts and a four-point rubric for assessing metacognitive engagement with AI. By positioning AI as a metacognitive partner rather than a passive content provider, we offer a framework for educators seeking to prepare students for responsive, critical, and reflective reading in the age of intelligent technology.