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ABSTRACT
Four college students participated in a five‐week intervention designed to improve reading comprehension. The intervention evolved primarily from information‐processing theory and incorporated three major treatment components: (a) training in expert reading strategies; (b) training in metacognitive awareness; and (c) enhancing self‐efficacy. The effectiveness of the intervention was evaluated using a multiple‐baseline design across four targeted reading strategies, as well as an analysis of pre‐ to post‐intervention change in reading comprehension, metacognitive skills, and self‐efficacy. The results showed that all participants improved on the targeted reading strategies and made significant gains in reading comprehension as measured by both a standardized test and experimental measures. In addition, all participants reported high satisfaction with the training program and higher academic / reading self‐efficacy. The results lend support for a strategy‐based model of text comprehension.