The results showed that the data on cognitive load was significant (p<0.01). Subjects were shown to have longer reading times when provided leads compared to when not provided any leads. However, the presence of leads was shown to decrease cognitive load. It took an average of 6.77 seconds for students to read the leads. Students who had greater metacognitive skills utilized leads as a way of reviewing the information (p<0.01). However, the data on the impact of increased reading time on cognitive load and learning performance was found to be statistically insignificant.