Several empirical studies have demonstrated positive relationships between the use of metacognitive strategies and reading achievement among both elementary and secondary school subjects (Bean, Singer and Sorter, 1986; Cross and Paris, 1988; Palincsar and Ransom, 1988) and college students (Nist, Simpson and Hogrebe, 1985; Palmer and Goetz, 1985; Weinstein and Underwood, 1985).
O'Neill, S. P. (1992). Metacognitive Strategies and Reading Achievement Among Developmental Students in an Urban Community College. Reading Horizons: A Journal of Literacy and Language Arts, 32 (4). Retrieved from https://scholarworks.wmich.edu/reading_horizons/vol32/iss4/6