A study investigated the effects of S2RE, a metacognitive learning strategy, on the reading comprehension of second-, third-, and fourth-grade students, and evaluated its effects on the metacognitive knowledge of third- and fourth-grade students. Pretest and posttest reading comprehension scores for 218 students from a Mississippi delta school randomly assigned to experimental (S2RE) and control (basal) reading instruction treatment groups were used to evaluate research intervention effects. Significant difference in reading comprehension by grade level was revealed for grade level 3, and by grade level and gender for grade 3 females, in favor of the control group. The posttest measure of metacognitive knowledge administered to third- and fourth-graders revealed significant differences in favor of the experimental group for grade 3 and grade 3 females. Although results indicated that the S2RE strategy is no more effective in improving reading comprehension than basal reader instruction, some of those receiving S2RE instruction did show significant gains in metacognitive knowledge. (Fifteen tables of data are included; 15 references are attached.) (Author/RS)