Metacognitive strategies are needed for readers to be successful in comprehending nonnarrative social studies texts. The purpose of this study was to investigate the metacognitive strategies used by proficient readers (students reading above-grade-level) and struggling (students reading below-grade-level) readers comprehending social studies nonnarrative texts. This study examined reader response and reciprocal teaching instruction to a control group. The teacher-researcher examined thirty-six above- and below-grade level five readers. Participants were randomly assigned one of three groups, reader response, reciprocal teaching, or control. Data analysis methods included statistical analysis of change in think-aloud episodes (TAEs) and change in accurately answered comprehension questions on posttest ARI measures. Analysis was also completed comparing the frequency of TAEs using Verbal Protocol. Examinations of students' verbalizations were compared using the percentage of talk and the mean percentage of initiation of TAEs. The results suggest that reciprocal teaching has a greater impact on metacognition development than the control group above-grade-level readers. Furthermore, teaching strategies improved reading comprehension regardless of treatment groups for above-grade-level readers, and for below-grade-level readers, reader response had a significant impact. Additionally, data indicated that over time, both proficient and struggling readers increased participation in small reading groups. [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://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]