METACOGNITIVE STRATEGIES IN A COLLEGE WORLD LITERATURE COURSE

Students at most reading levels in the World Literature Survey at Gall audet University benefitted from the inclusion of metacognitive exerci ses in the course. These exercises emphasized pre-reading, reading, an d post-reading strategies designed to improve reading comprehension an d retention, but they also proved valuable as prompts to group discuss ion and to teacher-student communication. Results of this class approa ch suggest the usefulness of such exercises in ''content'' courses in general to improve attendance, discussion, and grades.