Document Type

Graduate Project

Date of Degree Completion

Fall 1992

Degree Name

Master of Education (MEd)



Committee Chair

Joe Schomer

Second Committee Member

Osman Alawiye

Third Committee Member

Franklin D. Carlson


This study investigated metacognitive prereading strategies content area teachers might utilize for process emphasis reading comprehension. The literature review showed the shift in reading comprehension instruction from a word based emphasis to an interactive process emphasis, described content area reading instruction and metacognition. A selection of metacognitive prereading activities was included for use by teachers in content area classrooms. Implications of using the activities were discussed.