Abstract

The goal of the present study was to investigate the impact of a metacognitive intervention, with explicit training in monitoring and control on college students’ reading performance and metacognitive skills. The intervention that is five sessions long, used an instructional design that combines reflective dialogue, modeling, and group-practice. Effects were contrasted with an active control group who received strategy training in reading comprehension. Results showed that the experimental group gained in metacognitive skills and reading performance while the control group did not show any change from pretest to posttest. Finally, we found that within the experimental group high achievers as measured by GPA showed greater gains in reading than low achievers.

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