Adolescents who are experiencing difficulties in reading are found to have problems in word recognition, read at a slow pace, and comprehend slowly (Ivey, 1999). As these students move on in grade level, they are inadequately equipped with the reading comprehension skills needed in order to deal with higher level text. Struggling readers lack knowledge of the reading process, have poor reading attitudes, and lack a repertoire of reading strategies (Algozzine, Algozzine & Amendum, 1997). The purpose of this study was to equip a group of urban eighth graders with metacognitive strategies that would improve their reading comprehension, and to compare the relative effectiveness of each strategy. Three different classes were each taught a different metacognitive approach: reciprocal teaching, buddy journals, and the think aloud strategy. Students were provided pre- and post-tests in order to determine the effectiveness of the strategies for improving reading comprehension. Although no statistical differences in test scores were found between the effectiveness of the three strategies, the combined use of all of the reading strategies significantly improved reading comprehension. (Contains 24 references and a table of data. Appendixes contain recording sheets for buddy journals and reciprocal teaching.) (Author/RS)