Abstract
This study investigated the correlations between metacognition and comprehension of science text and the differential effects of reading ability and gender on the acquisition of metacognition and science reading comprehension among an intact group of 27 students. A single-group pretest/posttest design was carried out over a 22-week instructional period by a teacher-researcher. Six reading strategies were taught using an explicit model of instruction embedded in the regular science program and reinforced across other curriculum areas as appropriate. Pretest and posttest results indicated positive correlations between metacognition (awareness and self-management) and success on reading comprehension tasks. Pretest-posttest gains indicated that 22 weeks of schooling with explicit strategy instruction significantly enhances students' metacognition and their abilities to comprehend science text across all reading abilities. A significant gender difference favoring females was found for the metacognitive self-management results.
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