Abstract
This study examined grade level and above grade level seventh grade readers’
current awareness and use of metacognitive reading strategies. The sample included a
target group o f 12 students—six students from each ability level Their metacognitive
behaviors were observed using three procedures: a metacognitive self-awareness
inventory, structured student interviews, and student reading journals. Analysis of data
revealed that these readers tended to utilize few metacognitive reading strategies and
depended on “common sense” strategies for comprehension. Overall, they tended to
approach their reading tasks without planning or consciously trying to correct any
miscomprehension they experienced.
