Most teacher education programmes in the Caribbean and other parts of the world continue to face the challenge of training teachers who are often not equipped with the reading comprehension strategies necessary for the academic pursuits of preservice training. The majority of these strategies relate to metacomprehension, that is, awareness of, and control over, the requirements of "reading to learn” tasks. The need for these teacher trainees to be in command of metacomprehension strategies takes on a special urgency, for they will be later expected to assume responsibility for instruction in reading-to-learn pursuits, which undergird performance in all school curricula.