This project explored the potential of applying the technologies of computer-assisted instruction and expert systems to implementation of cognitive and metacognitive strategy instruction programs. A prototype program consisting of three computer-assisted instruction modules was developed to teach procedures required for the use of skimming, summarizing, and notetaking study strategies. After prototype field testing, the modules were adapted from an independent study format toward a teacher-directed and/or group-based format. Hypertext programming was used to provide a structure to assist teachers in explaining the steps and rationale of study strategies and to prompt the application of those strategies to sample reading passages. Expert system programming technology was used in a fourth module to provide a guide for group-based discussion of the application of metacognitive strategies. The fourth module demonstrated how the skimming, summarizing, and notetaking strategies could be used to complete common school tasks, such as preparing for instruction, completing written assignments, and studying for tests. This program was presented to 89 reading-delayed junior and senior high school students in Utah and Wyoming, and was largely successful in meeting established student learning objectives. Hypertext computer-presented instruction alone produced significant increases in strategy application scores in two of three strategies for each teacher. The expert system-based discussion guides produced significant increases in five of six measures of metacognitive strategy knowledge. However, with one exception, the program did not produce significant increases in standardized test scores. Appendices contain sample tests, instructional scripts, worksheets, and student and teacher satisfaction questionnaires. (approximately 45 references). (PB)