Duman, MerveArsal, Zeki2021-06-232021-06-2320151302-5600https://hdl.handle.net/20.500.12491/4671https://www.scopus.com/inward/record.uri?eid=2-s2.0-84929253419&partnerID=40&md5=812b7dba6d89795a915aec6ee7078bbaIn this study, the effect of teaching metacognitive reading strategies on the students' metacognitive reading strategies and academic achievement on reading was investigated. Pre-test and post-test experimental design was used in the study. Teaching activities on metacognitive reading strategies were used in the experimental group for 7 weeks. In the control group, teaching designed in the program materials was used. The participants of study were 43 elementary school students. Reading Strategies Cognitive Awareness Scale and Reading Achievement Test were used for data collection instruments. The results indicated that there were significant differences between experimental and control group students in terms of metacognitive reading strategies and academic achievement on reading.trinfo:eu-repo/semantics/closedAccessMetacognitionReading AchievementReading StrategiesArticle12065152-s2.0-84929253419Q3