This study aimed to identify relationships between problem solving and the use of metacognitive strategies in reading. 262 university students, 79% female, took part in this research, with ages between 16 and 53 years, from different courses. The instruments were applied all together. The results showed significant correlations between strategies used after reading and the performance in the GfRI (Dynamic Evaluation of Fluid Intelligence) post-test1. There were also significant but low correlations between 34.5% of the items from the scale and the GfRI. The groups with the best and the worst strategies usage frequency, extreme groups, had widely differenced performance in the GfRI post-test1. Discrimination of the extreme groups related to the GfRI, when divided into gender, course, period and whether they had morning or night schedules, was evidenced. These results showed evidences of divergent validity for the Metacognitive Reading Strategies Scale.
