Metacognitive Strategies in a College World Literature Course

Students at most reading levels in the World Literature Survey at Gallaudet University benefitted from the inclusion of metacognitive exercises in the course. These exercises emphasized pre-reading, reading, and post-reading strategies designed to improve reading comprehension and retention, but they also proved valuable as prompts to group discussion and to teacher-student communication. Results of this class approach suggest the usefulness of such exercises in “content” courses in general to improve attendance, discussion, and grades.