This study attempted to investigate the effect of the reader’s awareness of the cohesion elements simultaneously with his/her reading task, labeled as metacohesive awareness in this study, on the reading comprehension performance of the reader for different text types (i.e., academic, literary, and general English texts) across different proficiency levels. ANOVA analyses indicated that the subjects’ language proficiency level had a significant effect on the subjects’ performance. Ttest results revealed that metacohesive awareness had a significant direct effect on the subjects’ reading comprehension of the texts across lower language proficiency levels and that this effect was, however, reversed for the higher proficiency levels, especially for the proficient subjects. Interaction analyses disclosed no interaction effects, the only main effect belonging to language proficiency. Finally, the regression results indicated that the language proficiency level was a very good predictor of the subjects’ scores on cohesion performance and text type performance.
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