The Efficacy of Metacognitive Reading Strategies in the College Classroom: Student Perception towards the Learning Experience

Abstract

Many college professors are not adequately trained to help academically underprepared college students understand the course material. Recent statistics indicate that reading proficiency among high school seniors has declined over the past five years. As a result, many students enter college underprepared for college-level reading assignments. These challenges are exacerbated among students at two-year colleges and Historically Black Colleges and Universities (HBCUs), resulting in diminished classroom learning experiences for the students and lower graduation and retention rates for the colleges. This research assesses metacognitive reading strategies implemented within the college classroom, provides a model for focusing attention on college students’ lack of comprehension skills, and helps faculty address the problem. Additionally, it provides program methodology, data, analysis, student feedback, and recommendations as a blueprint for improving students’ reading and reading comprehension skills and fostering greater student success.