The effectiveness of metacognitive strategies on teaching reading

In this research, the effects of teaching of metacognitive reading strategies on the level of students' cognitive awareness of reading strategies, the achievement of reading comprehension, academic achievementand permanance of Social Studies Course and effects on its permanence were researched. The research was performed according to the experimental design model with pretest- posttest control group. In the research, while metacognitive reading strategies were being performed in experimental group in Turkish and Social Studies Lessons during 7 weeks, existing reading process continued in the conrol group. Research?s working group consists of sixth grade students from two different classes in a secondary school in Düzce, Çilimli in 2011-2012 Academic Year.The subjects of the study were 43 students 22 of which were in experimental group and 21 of which were in control group. As data collection instruments, reading comprehension test, Social Studies Test and the scale of cognitive awareness of reading strategies were used. The data obtained from these tests were analyzed by using SPSS 15.0 program and whether the data optained from the experimental and control group were significant or not was tested with "Mann Whitney U" test. The significance level in the comparison between the groups was accepted as 0.5. In the result of the research, it was found that there was a significant difference in favor of experimental group between the level of students' cognitive awareness of reading strategies and the achievements of reading comprehension. A signifant difference wasn't found between the academic achievement of Social Studies Lesson and the level of permanence. Keywords: Reading comprehension, reading strategies, metacognitive, SQ3R.