This study aims to determine the metacognitive knowledge and the use of metacognitive strategies during the reading of a narrative text and reading from a Science text. The students' knowledge and use of metacognitive strategies for the two types of texts will be compared. Good and poor readers from Secondary One will complete two survey instruments to determine their metacognitive awareness and use of metacognitive strategies. Data from these instruments will provide for quantitative analyses. Qualitative analyses will rely on interview data and thinking aloud tasks. Discussion of students' knowledge and use of metacognitive strategies will stem from the basis that good readers have been found to be aware of and proficient in their use of metacognitive processes during reading comprehension, while poor readers have tended not to demonstrate that same level of awareness and control of strategies. With respect to students' knowledge and use of metacognition during different text reading, previous research has found that students' metacognitive knowledge about science reading is more like that of younger and poorer readers than the knowledge of older and better readers. It would be interesting to investigate the Singaporean students' knowledge and use of metacognition during the reading of the different text types for instructional implications.