This study aimed to determine if metacognitive strategies help increase reading comprehension in fifth grade students. Participants included a control group of 31 fifth grade students who were not taught metacognition reading strategies, and a comparable treatment groups of 43 fifth grade students who were taught metacognition reading strategies. A pretest and post-test containing four fifth grade level passages, two informational and two fictional passages, and 20 reading comprehension questions from Reading A-Z were administered to participants during week one and week 12. Analyses of variance were used to determine if there was a relationship between metacognition strategy instruction and reading comprehension in fifth grade students. The pretest found both groups to be comparable prior to treatment group instruction. However, after treatment there was a significant difference between the control and treatment group. The control group did not have statistically significant growth from pretest to post-test. In contrast, the treatment group's growth from pretest to post-test was statistically significant. These results indicated metacognition reading comprehension instruction was beneficial to students in helping readers increase their comprehension; therefore, teachers could benefit from professional development on metacognition reading strategy instruction. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]