Metacognitive Awareness of Reading Strategies Inventory--Greek Version

2019 ◽  
Author(s):  
Maria Koulianou ◽  
Petros Roussos ◽  
Stavroula Samartzi
Keyword(s):  
Reading Strategies ◽  
Metacognitive Awareness ◽  
Greek Version

scholarly journals Γνωστική και μεταγνωστική επίδοση των παιδιών κατά την προσχολική και πρώτη σχολική ηλικία: Ρυθμός ανάπτυξης και ατομικές διαφορές

2020 ◽  
Vol 24 (1) ◽  
pp. 157
Author(s):  
Ελευθερία Ντούση ◽  
Ελευθερία Ν. Γωνίδα ◽  
Γρηγόρης Κιοσέογλου
Keyword(s):  
Problem Solving ◽  
Reading Strategies ◽  
Learning Difficulties ◽  
Metacognitive Awareness ◽  
Greek Language ◽  
Factorial Structure ◽  
Greek Version ◽  
Good Internal Consistency ◽  
Problem Solving Strategies ◽  
Metacognitive Reading Strategies

The paper presents the adaptation of the Metacognitive Awareness of ReadingStrategies Inventory (MARSI) in the Greek language. MARSI was designed toevaluate the metacognitive awareness and the perceived use of school andacademic content reading strategies by students. The tool measures three subscales: General strategies, problem-solving strategies, and support reading strategies. The present study examined the factorial structure and the psychometric properties of the Greek version of MARSI revealing good internal consistency and testretest reliability. The use of MARSI showed that the Greek students with and without learning difficulties use metacognitive reading strategies, but they score low in support reading strategies.

scholarly journals Μεταγνωστικές Στρατηγικές Ανάγνωσης: Ελληνική Προσαρμογή του Εργαλείου MARSI και συγκριτική μελέτη σε έφηβους μαθητές με και χωρίς ειδικές μαθησιακές δυσκολίες

2020 ◽  
Vol 24 (1) ◽  
pp. 138
Author(s):  
Μαρία Κουλιανού ◽  
Πέτρος Ρούσσος ◽  
Σταυρούλα Σαμαρτζή
Keyword(s):  
Problem Solving ◽  
Reading Strategies ◽  
Learning Difficulties ◽  
Metacognitive Awareness ◽  
Greek Language ◽  
Factorial Structure ◽  
Greek Version ◽  
Good Internal Consistency ◽  
Problem Solving Strategies ◽  
Metacognitive Reading Strategies

The paper presents the adaptation of the Metacognitive Awareness of ReadingStrategies Inventory (MARSI) in the Greek language. MARSI was designed toevaluate the metacognitive awareness and the perceived use of school andacademic content reading strategies by students. The tool measures three subscales: General strategies, problem-solving strategies, and support reading strategies. The present study examined the factorial structure and the psychometric properties of the Greek version of MARSI revealing good internal consistency and testretest reliability. The use of MARSI showed that the Greek students with and without learning difficulties use metacognitive reading strategies, but they score low in support reading strategies.

scholarly journals EFL UNDERGRADUATES’ JOURNAL ARTICLE PREFERENCES AND ACADEMIC READING STRATEGIES

2020 ◽  
Vol 19 (1) ◽  
pp. 88-96
Author(s):  
Kasyfur Rahman
Keyword(s):  
Critical Thinking ◽  
Reading Strategies ◽  
Journal Article ◽  
Metacognitive Awareness ◽  
Main Criterion ◽  
Research Topics ◽  
Academic Reading ◽  
Pertinent Data ◽  
Ease Of Access

This paper investigates the preferred criteria EFL undergraduatesin an Indonesian University use for journal article selection and the strategiesthey employed for the reading of the articles. Five final year students wereinterviewed to collect pertinent data. Using semi-structured interviewtechnique, the findings suggests that the main criterion for journal articleselection is its similarity with their research topics. In addition to this, theyalso consider journal reputation as well as ease of access. Their preferencesmight be partially influenced by prior instruction from lecturers in relevantcourses. In terms of reading strategies, they reported they did not read thewhole article whilst focusing on certain structure such as abstract, findings,and conclusion. These strategies are mainly cognitive and overlook themetacognitive ones. Therefore, teachers are suggested to scaffold the readingjournal articles to foster critical thinking and evaluation of the selectedarticles as well as metacognitive awareness to construct arguments from thetexts.

scholarly journals Examination of Reading Strategies Metacognitive Awareness Levels of French Foreign Language Students in Terms of Various Variables

2021 ◽  
Vol 11 (5) ◽  
pp. 31
Author(s):  
Zühre Yılmaz Güngör
Keyword(s):  
Foreign Language ◽  
Reading Strategies ◽  
Metacognitive Awareness ◽  
French Language ◽  
Metacognitive Skills ◽  
Course Success ◽  
Complex Process ◽  
Significant Difference ◽  
Faculty Of Education ◽  
Effective Use

The act of reading is a complex process in which learners rush their cognitive and metacognitive skills to fonction. The effective use of metacognitive skills is regarded as an important feature becoming prominent in successful reading. In order to exercise reading strategies effectively, students are required to have developed metacognitive awareness. In this study, the level of metacognitive awareness of reading strategies and whether metacognitive awareness varies according to variables such as gender and reading course success have been examined in the 1st grade students studying at Anadolu University Faculty of Education Program of French Language Teaching Program. 32 students voluntarily participated in the study, 19 of whom were Females and 13 of whom were Males. The data of the study have been collected with the Turkish version of the 30-item 5-point Likert-type Metacognitive Awareness of Reading Strategies Inventory (MARSI) developed by Mokhtari & Reichard (2002) and adapted into Turkish by Öztürk (2012). According to the findings, students' reading strategies were revealed to have high levels of metacognitive awareness. However, it has been further observed that the level of metacognitive awareness of students' reading course success grades and reading strategies did not make a significant difference in terms of gender. Similarly, it has been observed that there was no significant difference between the students' reading strategies and metacognitive awareness levels and their success grades in the reading course.

Effects of EFL Individual Learner Variables on Foreign Language Reading Anxiety and Metacognitive Reading Strategy Use

2016 ◽  
Vol 119 (1) ◽  
pp. 124-135 ◽  
Author(s):  
Hsin-Yi Lien
Keyword(s):  
Foreign Language ◽  
Reading Strategies ◽  
Reading Proficiency ◽  
Past Research ◽  
Reading Strategy ◽  
Strategy Use ◽  
Metacognitive Awareness ◽  
Academic Level ◽  
Foreign Language Reading ◽  
Reading Anxiety

Past research has shown an association between foreign language reading anxiety and reading strategy. However, individual variables tend to affect foreign language anxiety and strategy use. The present study examined a hypothesized model that specified direct and indirect effects among English and foreign languages readers’ distinct variables, including academic level; self-perceived English level; and satisfaction with reading proficiency, reading anxiety, and metacognitive awareness of reading strategies. A total of 523 volunteer Taiwanese college students provided 372 valid responses to a written questionnaire (281 women and 91 men; M age = 19.7 years, SD = 1.1) containing the translated versions of Foreign Language Reading Anxiety Scale, Survey of Reading Strategies Inventory, and self-assessment background questionnaire. The results showed that self-evaluation of reading proficiency did not correlate with academic level and readers’ perceptions. Satisfaction had a direct effect on foreign language reading anxiety but not on metacognitive awareness of reading strategies. Results of path analysis demonstrated that the perception learners who had their own reading proficiency predicted their foreign language reading anxiety and was a mediating variable for metacognitive reading strategy use.

scholarly journals Estrategias de lectura empleadas por estudiantes universitarios de tres áreas académicas

2021 ◽  
Vol 8 (1) ◽  
pp. 37-56
Author(s):  
Alejandra Platas-García ◽  
Verónica Reyes-Meza ◽  
Martín Castro-Manzano
Keyword(s):  
Reading Strategies ◽  
Metacognitive Awareness ◽  
Estudiantes Universitarios

Considerando la comprensión lectora como un proceso cognitivo en el que se relacionan características tanto del texto como del lector, en este trabajo se hizo la pregunta de si estudiantes universitarios pertenecientes a distintas áreas académicas emplean las mismas estrategias de lectura, a pesar de la diversidad de temáticas y de estructuras que poseen los textos académicos que leen. El objetivo del estudio fue, entonces, comparar la frecuencia de uso de las estrategias de lectura que reportan estudiantes universitarios, pertenecientes a tres áreas académicas, para conocer si existen o no diferencias entre ellos. Se realizó un estudio cuantitativo, comparativo, transversal, utilizando la traducción al español del Metacognitive Awareness of Reading Strategies Inventory. La muestra estuvo formada por 112 estudiantes de licenciatura pertenecientes a tres áreas académicas: Ciencias Sociales y Humanidades (52); Ingenierías y Ciencias Exactas (35); y Ciencias Naturales y de la Salud (25). Los resultados revelan que las estrategias de lectura de los participantes varían en función de su área académica.

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