The purpose of this study was to investigate the relationship between metacognitive knowledge (MCK) among form three students in Lari Sub County. The study adopted a predictive correlational design to investigate the relationship between metacognitive knowledge and reading comprehension performance and the predictive value of metacognitive knowledge in predicting reading comprehension performance. A total of 320 students were used in the study. Data was collected using a Metacognitive Knowledge Questionnaire (MCKQ) and a pro forma summary of student’s reading comprehension scores. Pearson’s Product Moment(r) was used to establish the relationship between Metacognitive Knowledge and readi
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