Examining Metacognitive Strategy Preferences of Students at Different Reading Proficiency Levels
Abstract views: 332 / PDF downloads: 288
Keywords:Metacognition, metacognitive strategies, eading comprehension, reading proficiency, PISA
The purpose of this study was to evaluate the distribution of students with varying levels of reading competence according to their selection of metacognitive methods from the 2018 Programme for International Student Assessment (PISA) survey. The research group consisted of 6,890 pupils from the Republic of Turkey who participated in the PISA 2018 study. The data were analyzed using the multivariate exploratory technique of correspondence analysis. In comparison to developing readers, skilled readers favored the metacognitive processes of summarizing, understanding and remembering, and evaluating believability. Awareness of appropriate metacognitive reading strategies should be emphasized in order to increase the reading comprehension of developing readers.
How to Cite
Copyright (c) 2023 International Journal of Psychology and Educational Studies
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.