The main purpose of this research was to investigate the immediate, maintenance, and transfer reffects of "the Metacognitive Training Program" on reading comprehension, strategic reading, and metacognitive skills of elementary school less skilled readers. The subjects were 48 sixth grade less skilled readers selected from an elementary school in Taipei City. Through random assignment, the subjects were divided into two equivalent group. The experimental group receives the metacognitive training program in which reciprocal teaching (Palincsar & Brown 1984) and direct instruction method (Doyle, 1983)were used, while the control group did not receive trainig program. Six instruments, namely, Narratives Reading Comprehension Test, Error Detection Test, ClozeTest, Strategy Rating Task, Index of Reading Awareness Items, and Expository Passage Reading Comprehension Test, were adopted to measure reading comprehension ability, strategic reading ability, metacognitive skills and transfer effect of different groups during posttesting and 6-week follow-uptesting. The data obtained were analyzed by t statistics to test the immediate effect of the program, and by two-way mixed design ANOVA to test the maintenance effect of the program. The findings were as follows: 1.Metacognitive training program showed no significant immediate and maintenance effects on the improvement of reading comprehension of narratives for sixth grade less skilled readers. 2.The program did show significant immediate effects but did not show all significant maintenance effects on the improvement of strategic reading. 3.There were no significant immediate and maintenance effects on the improvement of metacognitive skills. 4.The program showed no significant transferring effects on the improvement of reading comprehension of expository passages. Results were discussed and the feasibility of the application of this program to reading remidialin struction and learning guidance were also suggested.