With the advent of the computer as an instructional tool many curriculum specialists have been designing software for reading instruction. However, most of the software designed to help develop reading comprehension skills does not consider the inclusion of monitoring comprehension strategies, therefore limiting the instructional potential of the new technology as well as the availability of alternate teaching mediums and materials for English as a Second Language (ESL) reading instruction. To investigate the effectiveness of two computer-assisted metacognitive strategies on the development of sequential reading skills of ESL fourth grade students, 68 randomly selected Spanish-speaking students from a public school in a low socioeconomic setting in Puerto Rico were classified in combined language proficiency and reading ability levels and were randomly assigned to one of two treatments. Both treatment conditions used computer-mediated texts as the instructional materials. The Tutorial-Direct Monitoring Strategy (TDMS) consisted of A. S. Palincsar and A. L. Brown's three-step monitoring technique, skill modeling reading texts, and comprehension exercises, whereas the Schema-Direct Monitoring Strategy (SDMS) used reading texts, comprehension exercises, and a monitoring strategy in flowchart form. The results of the study demonstrated significant differences in favor of the TDMS. Findings appear to confirm the literature that suggests that training in metacognitive strategies can enhance reading comprehension performance as well as reading comprehension skills. (Two tables of data are included, and 23 references are appended.) (MS)