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

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.

Download Full-text

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

Psychology: the Journal of the Hellenic Psychological Society ◽

10.12681/psy_hps.22391 ◽

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

Download Full-text

Applying Metacognitive Strategies in Comprehending English Reading Texts

Celt A Journal of Culture English Language Teaching & Literature ◽

10.24167/celt.v19i1.1863 ◽

2019 ◽

Vol 19 (1) ◽

pp. 138

Author(s):

Zulfadli A. Aziz ◽

Chairina Nasir ◽

Ramazani Ramazani

Keyword(s):

Problem Solving ◽

Reading Strategies ◽

Reading Ability ◽

High Performance ◽

Metacognitive Strategies ◽

Support Strategies ◽

Problem Solving Strategies ◽

Low Performance ◽

Metacognitive Reading Strategies ◽

Global Strategies

Comprehending English text is still regarded as hard for students. Metacognitive strategies have been considered effective in overcoming reading difficulties by many researchers. The objective of this study is to describe the application of three types of metacognitive reading strategies (global strategies, problem solving strategies, and support strategies) used by the students of Senior High School (SMAN) 1 Ingin Jaya, Aceh Besar. It is a descriptive qualitative study. Metacognitive Awareness of Reading Strategies Inventory (MARSI) questionnaire suggested by Mokhtari and Reichard (2002) was used to collect the data. The result of the study revealed that the students generally showed moderate awareness of all strategies and held a preference of using Problem Solving Strategies, followed by Support Strategies and Global Strategies respectively. The study also showed that high performance students used the strategies more frequently than low performance students. It can be concluded that the more students aware of using metacognitive reading strategies, the better their performance is in reading skill. Therefore, teaching the students to use metacognitive strategies can be a solution in enhancing students’ reading ability.

Download Full-text

The Preference for Global and Problem- Solving Strategies by Malaysian Students and Support Strategies by China Chinese Students as Metacognitive Reading Strategies among TESL Students in the University of Malaya, Malaysia

IAMURE International Journal of Education ◽

10.7718/iamure.ije.v7i1.560 ◽

2013 ◽

Vol 7 (1) ◽

Author(s):

CHEW FONG PENG ◽

TAN SHIN YEN

Keyword(s):

Problem Solving ◽

Reading Strategies ◽

Chinese Students ◽

Thinking Skills ◽

Reading Strategy ◽

Support Strategies ◽

Problem Solving Strategies ◽

Metacognitive Reading Strategies ◽

The University ◽

Malaysian Students

Selection of a reading strategy is a critical factor in development of students’ comprehension and critical thinking skills. This study examined the level of reading strategy utilized by students when reading English academic text and investigated if there were any significant differences between Malaysian and Chinese students in terms of metacognitive awareness and perceived use of metacognitive reading strategies. A total of 55 second year and third year TESL students (31 Malaysian and 24 China Chinese) in the University of Malaya (UM), Kuala Lumpur, Malaysia completed 30-item questionnaires adopted from a Survey of Reading Strategies (SORS) questionnaire. The result indicated a high level of reading strategy using metacognitive reading strategies among all the students. Visualizing strategy was the most popular item that students “looked at the title before reading to get a hint about text content”. T-test result showed that there were significant differences in the use of the two categories of strategies; global and problem-solving strategies. Malaysian students demonstrated higher level of using global and problem-solving strategies compared to their China counterparts. Therefore, university reading courses ought to emphasize all global, problem-solving, and support strategies. Lecturers should also emphasize on reading itself. The result of this study served as the basis for achieving the students’ metacognition ability.Keywords: English, global and problem-solving strategies, support strategies, metacognitive reading strategy, TESL, descriptive design, University of Malaya, Malaysia

Download Full-text

Greek teachers’ metacognitive awareness on reading strategies

New Trends and Issues Proceedings on Humanities and Social Sciences ◽

10.18844/prosoc.v5i1.3384 ◽

2018 ◽

Vol 5 (1) ◽

pp. 68-74

Author(s):

Maria Koulianou ◽

Stavroula Samartzi

Keyword(s):

High School ◽

Problem Solving ◽

High School Teachers ◽

Reading Strategies ◽

Metacognitive Awareness ◽

School Teachers ◽

Regulation Of Cognition ◽

Metacognitive Reading Strategies ◽

Metacognitive Awareness Inventory ◽

Of Greece

The purpose of the present study was to enlighten teachers’ metacognitive awareness of reading strategies. Several inventories concerning students’ metacognitive reading strategies have been developed but none of them refers to teachers’ metacognitive awareness. Teachers’ metacognition is the least explored area in education. The scope was to investigate teachers’ metacognitive awareness of their reading strategies via Metacognitive Awareness Inventory and Metacognitive Awareness Inventory for Teachers tools. During the study, 290 high school teachers from different regions of Greece participated in questionnaire procedure. The analysis of the results showed that teachers more often use problem-solving and global than support-type strategies. The analysis of both inventories revealed a higher significant correlation between regulation of cognition and metacognitive reading strategies. The findings of this study showed that teachers’ metacognitive reading strategies remain implicit. Furthermore, investigation is recommended. Keywords: Metacognitive awareness, metacognitive reading strategies, MARSI, MAIT, teachers.

Download Full-text

Prospective teachers’ metacognitive awareness levels of reading strategies

Cypriot Journal of Educational Sciences ◽

10.18844/cjes.v13i1.3366 ◽

2018 ◽

Vol 13 (1) ◽

pp. 23-30 ◽

Cited By ~ 1

Author(s):

Mehmet Aşıkcan ◽

Ahmet Saban

Keyword(s):

Problem Solving ◽

Prospective Teachers ◽

Reading Strategies ◽

Primary Teachers ◽

Language Teachers ◽

Metacognitive Awareness ◽

Problem Solving Strategies ◽

Turkish Language ◽

Prospective Primary Teachers ◽

Reading Book

AbstractThe main purpose of this study is to determine prospective teachers’ metacognitive awareness levels of reading strategies. A quantitative surve method was used. Participants consisted of 150 prospective primary teachers and 150 prospective Turkish language teachers from Necmettin Erbakan University in Turkey. The data were collected through Metacognitive Awareness of Reading Strategies Inventory during the spring semester of the 2014–2015 academic year. Results show that prospective teachers’ global reading and problem solving strategies levels are high while their support reading strategies level is medium. Female participants’ metacognitive awareness level was found to be higher compared to males. Prospective Turkish language teachers’ problem solving strategies level is higher than that of prospective primary teachers. Prospective primary teachers preferred historical and psychological books more while prospective Turkish Language teachers favoured all types of books equally. The metacognitive awareness levels of participants reading book everyday and sometimes are significantly higher than those of reading book never.Keywords: Metacognitive awareness, reading strategies, prospective teachers.*

Download Full-text

Students’ Awareness of Metacognitive Reading Strategies in Academic Reading

Journal of English Teaching and Learning Issues ◽

10.21043/jetli.v3i1.7145 ◽

2020 ◽

Vol 3 (1) ◽

pp. 33

Author(s):

Dangin Dangin

Keyword(s):

Problem Solving ◽

Reading Strategies ◽

Reading Process ◽

English Department ◽

Academic Reading ◽

Support Strategies ◽

Problem Solving Strategies ◽

Metacognitive Reading Strategies ◽

Reading Texts

<p>Being aware of reading strategies becomes the key of readers’ success in reading process, this study began with its purpose to investigate the readers’ awareness of metacognitive reading strategies while facing academic reading texts. Then, the respondents here were whole 50 students of English department, who had completed the questionnaire of Survey of Reading Strategies Awareness (SORS). Those respondents were intended to reveal the type of reading strategies used during reading academic materials in English. The results of study revealed that those respondents were aware of using two of three categories of reading strategies while reading the materials. As the detail, the results showed that the respondents mostly tended to use the strategies categorized in Problem Solving Strategies (PROB) in order to solve their obstacle in reading. Global Reading Strategies (GLOB) as second place, which is mostly used by the respondents. And the last or the lowest strategies in use are Support Strategies (SUP).</p>

Download Full-text

Metacognitive Awareness of Reading Strategy Use between Field-Dependent and Field-Independent EFL Learners

Shanlax International Journal of English ◽

10.34293/english.v10i1.4260 ◽

2021 ◽

Vol 10 (1) ◽

pp. 6-19

Author(s):

Alireza Navid M G

Keyword(s):

Reading Strategies ◽

Reading Strategy ◽

Metacognitive Awareness ◽

Large Sets ◽

Field Independent ◽

Significant Difference ◽

Field Dependent ◽

Problem Solving Strategies ◽

Figure Test ◽

Metacognitive Reading Strategies

This paper aimed to study the metacognitive awareness of reading strategies between field-dependent (FD)and field-independent (FI) Turkish EFL university students who are learning English as a foreign language. To this end, 270 students from Istanbul (Cerrahpasa) University were chosen.First, Group Embedded Figure Test was used to appoint the participants into either FD or FI groups.After this, participants’ metacognitive awareness of reading strategy was assessed by using MARSI-R (Metacognitive Awareness of reading Strategies Inventory-Revised). Recently revised by Mokhtari et al., the MARSI-R instrument contains 15 items and measures three large sets of strategies including: Global Reading Strategies (GRS), Problem-Solving Strategies (PSS) and Support Reading Strategies (SRS).The results showed that the students reported using the 3 categories of strategies almost at a high-frequency level and they were aware of their metacognitive strategies. And statistically significant difference was found between FI and FD students regarding their use of GRS and SRS, hence, the use of students’ metacognitive reading strategies was affected by their different FI/FD cognitive styles.

Download Full-text

Prospective teachers’ metacognitive awareness levels of reading strategies

Cypriot Journal of Educational Sciences ◽

10.18844/cjes.v13i1.3310 ◽

2018 ◽

Vol 13 (1) ◽

pp. 23-30 ◽

Cited By ~ 1

Author(s):

Mehmet Aşıkcan ◽

Ahmet Saban

Keyword(s):

Problem Solving ◽

Prospective Teachers ◽

Reading Strategies ◽

Primary Teachers ◽

Language Teachers ◽

Metacognitive Awareness ◽

Problem Solving Strategies ◽

Turkish Language ◽

Prospective Primary Teachers ◽

Reading Book

The main purpose of this study is to determine prospective teachers’ metacognitive awareness levels of reading strategies. A quantitative surve method was used. Participants consisted of 150 prospective primary teachers and 150 prospective Turkish language teachers from Necmettin Erbakan University in Turkey. The data were collected through Metacognitive Awareness of Reading Strategies Inventory during the spring semester of the 2014–2015 academic year. Results show that prospective teachers’ global reading and problem solving strategies levels are high while their support reading strategies level is medium. Female participants’ metacognitive awareness level was found to be higher compared to males. Prospective Turkish language teachers’ problem solving strategies level is higher than that of prospective primary teachers. Prospective primary teachers preferred historical and psychological books more while prospective Turkish Language teachers favoured all types of books equally. The metacognitive awareness levels of participants reading book everyday and sometimes are significantly higher than those of reading book never. Keywords: Metacognitive awareness, reading strategies, prospective teachers.

Download Full-text