This is a preliminary of two studies concerned with the use of reading strategies and metacognitive knowledge of this use. Ss were 24 Portuguese teachers, divided into two groups with the same N. Two questionnaire were employed in order to obtain information: the first to establish the subjects’ reading strategies repertoire; the second, to know how they explain the function of their strategies in reading comprehension. Results showed that the most part of the subjects uses a restrict number of reading strategies and they do it without metacognitve monitoring.
Reading strategies; Metacognitive knowledge
