Readers Typology: Can Poor Readers Advance to Good Readers? (original) (raw)
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International Journal of Education, Psychology and Counseling, 2021
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International Journal on Studies in Education (IJonSE), 2023
The purpose of this study is to find out how much the students are aware of the metacognitive reading strategies that can be applied while reading and whether there are any differences in the usage of these strategies in terms of gender, level at the university, and department in the high school. In this case, the research was descriptive in nature and used the general survey model. The study group of the research was made up of 474 students from the preparatory classes at a foundation university for the academic year of 2021–2022. This study sought to ascertain the degree to which students, who are students at the Department of Foreign Languages at a foundation university in Ankara, read academic literature using metacognitive reading strategies. To measure the degree of the usage of metacognitive reading strategies and determine if there were any connections between students' reading comprehension and the strategies, Metacognitive Reading Strategies Questionnaire (MRSQ), developed by Taraban, Rynearson, and Kerr (2004), was chosen as a tool to determine which metacognitive reading strategies students employ while they are reading. The MRSQ questionnaire was deemed to be appropriate for usage because it was translated into Turkish by Çöğmen and Saracaloğlu (2010) and after conducting validity and reliability tests it was proved to be appropriate to be used in the research. According to the data obtained from the questionnaire, a statistically significant difference was found in the students’ scores in terms of their genders and the high school departments they attended, but there was not a statistically significant difference in terms of their university grade levels. The research's findings may shed light on the reading strategies that students at the Department of Foreign Languages make use of when reading texts in English, academic papers, and school-related resources.
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This study focused on the metacognitive awareness of reading strategy employed by the freshmen and its relation to academic performance. A questionnaire called MARSI (Metacognitive Awareness of Reading Strategies Inventory Version 1.091 by Mokhtari and Reichard was used to gather the data from 91 freshmen of an English Department. In this study, not only the data from the questionnaire, but the participants' GPA were also used in this study. The results indicated that only 2.2% participants are not aware of their use of reading strategy, while the rest of them are quite adapt to the strategies. The data also suggested that the participants prefer the Problem-solving strategies (PROB) most than the Global reading strategies (GLOB) and Support strategies (SUP). Moreover, there was an indication (0.247 at sig 0.018 < 0.05) that the use of metacognitive reading strategies correlated to the freshmen's academic performance. Based on the results of the study, better reading courses must be designed so that they can fulfill the students' need in terms of metacognitive reading strategy exposure.
Metacognitive Awareness of Reading Strategies: An Indian Context
Over the last four decades, there has been a substantial body of research on metacognitive awareness of reading strategies. However, very few studies have focused on stage-wise frequency (pre-, while-and post-reading) and conditional knowledge of reading strategies. The purpose of this paper is to report stage-wise frequency and conditional knowledge of reading strategies as employed by nine ninth-grade participants. The participants were asked to maintain Reflective Journals, which were analyzed qualitatively using thematic analysis. The analysis revealed that the most frequently used strategies are 'previewing', 'underlining unfamiliar words', 're-reading difficult sentences' and 'recalling summary'. Reading strategies were employed for a variety of purposes such as predicting the main idea, solving the problems faced in comprehending the text, memorizing useful information and learning English vocabulary. The stage of reading was found to be significantly influencing both frequency and purpose of reading strategies. The findings of this study have implications for learners, teachers and course book designers in teaching English as a Second Language.