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The purpose of this paper is to detail a metacognitive strategy which has exhibited the ability to improve the reading comprehension of poor readers (Brown & Palincsar, 1982) and LD adolescents (Elrod, 1984). Metacognition has been defined as "one's knowledge concerning one's own cognitive processes and products" (Flavell, 1976). Metacognitive reading strategies have been effective in enhancing the reading comprehension performance of LD adolescents in the resource room while concurrently demonstrating the transferability of that performance to the regular classroom (Elrod, 1 Yt:S4). The metacognitive strategy outlined below could be an effective approach for a high school resource room teacher who has several mainstreamed LD students.

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