The purpose of this study was to determine the effects of the application of metacognition theory as related to reading strategies and reading comprehension in the Fifth Grade. Specifically, the researcher examined the impact of metacognition in reading comprehension, the effect of metacognition on reading strategies, and the role the teacher plays in such development. A student inventory on metacognitive skills was administered; however, the results defined as metacognitive skills did not emerge. At the beginning of the study, the researcher considered that a possible relationship might exist between modeling metacognitive theory, the application of that theory, effort, and achievement of student work. Although the results of this mixed-methods study showed no connections among metacognition and students' reading, metacognition continues to reveal value as an instructional tool. [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/en-US/products/dissertations/individuals.shtml.]