Date of Award/Publication


Document Type


Degree Name

MS in Literacy Education



First Supervisor

Gloria E. Jacobs


This action research report looks at how metacognitive teaching strategies help to improve upon adolescents' reading comprehension and self-regulated learning. Educational theorists support teaching specific metacognitive learning tools to further students' comprehension and selfregulation through appropriate application of the strategies learned to various literacy experiences. This study's methodology focused on observing two practicum candidates incorporating metacognitive instruction into their literacy lesson plans and each of their three students' responses and growth in their comprehension and self-regulatory learning. In alignment to the literature, my own findings further revealed the positive value of teaching metacognitive strategies to students' to further their comprehension and self regulation learning. My research suggests for teachers to incorporate various oral communicative and self reflective activities and also model the metacognitive strategy taught in regards to a specific literacy expenence.

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