Changes in poor readers' knowledge of cognition and the association of knowledge of cognition with regulation of cognition and reading comprehension.

Recent studies have shown that instruction can improve metacognition, yet the relationship between instruction, metacognition, and reading performance remains unclear. In this study, data from one instructional study were reanalyzed to identify (a) changes in one element of poor readers' metacognition, knowledge of cognition, over an academic year and (b) the extent to which these changes are associated with strategy use and comprehension. Twenty 3rd-grade classrooms (10 treatment, 10 treated-control) participated. Treatment was intended to improve subjects' awareness of how reading strategies aid comprehension