The relationship between the components of metacognitive knowledge and reading comprehension of students with a developmental approach

The present study investigated of relationship between the components of metacognitive knowledge and reading comprehension of students with a developmental approach. Statistics population was fifth grade girl students in elementary school and third grade girl students in secondary school of seventh district of ministry of education in Tehran. 80 students (38 third grade girl students in secondary school and 42 fifth grade girl students in elementary school) were selected with multi stage cluster sampling. Instruments of the study were metacognitive knowledge questionnaire and reading comprehension questionnaire. The result of the study indicated that: there is a positive correlation between metacognitive knowledge and reading comprehension in both grades. Among the elementary school’s fifth grade students, the person subscale was good predictors of reading comprehension. Among the secondary school’s third grade students, the task subscale was good predictors of reading comprehension. The person and task subscales predict 47% of variance of reading comprehension. The third grade girl students in secondary school have higher scores in metacognitive knowledge and reading comprehension than fifth grade girl students in elementary school.