Reading comprehension problems and disruptions in reading skills are one of the problems frequently encountered by students with learning difficulties. Many new approaches are mentioned in the literature to overcome these difficulties. One of these approaches is metacognitive reading strategies. Metacognitive reading strategy is very important in terms of following students’ reading processes, understanding what they read, selflearning and controlling what they know. The aim of this study is to investigate the effect of metacognitive reading strategies on the reading skills of 4th grade students with learning difficulties. The research was carried out with a fourth grade student with learning difficulties who was studying in a public school in Alanya. During the research, ‘TWA (3D) Strategy Method’ and ‘KWL (CWL) Strategy’, which are metacognitive reading comprehension strategies, were applied to this student. Case study design, one of the qualitative research designs, was used in the study. The reading comprehension scale developed by Yurdakal and Susar (2018), the Reading Inventory adapted by Akyol (2005) from Ekwall and Shanker, and the prosodic reading scale developed by Keskin, Baştuğ, and Akyol (2013) were used as data collection tools. At the end of the study, it was found that metacognitive reading strategies were effective in increasing the participant.

Learning disability, metacognitive reading strategy, reading comprehension, reading skills, primary school.