Reading; from past to present, is defined associated with the vocalisation, understanding, comprehension, and configuration. Today, reading is qualified as a metacognitive process and it is based on controlling this process. What is expected of a competent reader is that he/she can approach the text for a specific reading purpose and make sense of the text-specific structures by running background information during the reading action. These competencies also require the operation of metacognitive reading strategies specific to the text type. Different metacognitive reading strategies can be applied with different reading method-techniques. In this context, the aim of the study is to contribute to the development of materials for reading education presenting sample activities by linking metacognitive while reading strategies and reading method-techniques to the text types. Because of reflecting the characteristics of the literary and informative texts and being used frequently in the textbooks, the story, poem and article text types were taken in the context of criterion sampling from the purposive sampling methods. In this study, which is a descriptive research, a table relating metacognitive while reading strategies and reading method-techniques to the text type prepared by Dilidüzgün, Çetinkaya-Edizer, Ak-Başoğul, Karagöz and Yücelşen (2018) were selected as a guide. As a result of the study, it was found that the three text types within the scope of the research carried out similarities and differentiations in the context of the use of metacognitive while reading strategies and reading method-techniques in the direction of the purpose of reading. In accordance with these similarities and differentiations, tables of specification have been prepared and activities have been formed based on these tables of specification. These activities are considered as suggestions and it is thought that generalizability will be increased by applied studies.