Despite metacognition's profound effects in research classrooms, such research might have a very limited influence on mainstream classrooms. This may stem from a lack of comprehensive and practical pedagogy that classroom teachers can adapt for metacognition instruction as researchers do. To address this problem, this study developed a pedagogy of metacognition for reading classrooms (PMR) by the principles of grounded theory. Data were collected via document analysis and a PMR was constructed through a systematic and analytic review of its literature. A PMR consists of 7 dimensions, and these include (a) fostering students' metacognitive knowledge, (b) scaffolding students' strategic reading, (c) encouraging students' independence with strategic reading, (d) assessing metacognition, (e) adopting goal-directedness, (f) integrating the language of thinking, and (g) prolonging instruction. Regarding the nature of a PMR, this paper does not propose a new instructional method or technique; however, it describes a framework to support teachers' professionalism with metacognition instruction. Therefore, reading teachers can transfer beneficial research practices to their mainstream classrooms without making distinctive instructional alterations or expansive changes in their classrooms.