Textbook reading strategies of 12–18-year-old students
DOI:
https://doi.org/10.21030/anyp.2012.1.2Keywords:
reading strategy, metacognitive strategy, reading comprehension, reading attitude, coursebookAbstract
The purpose of the present study is to investigate grade 6, 8, 10 and 12 students’ answers on
Mokhtari and Reichard’s Metacognitive Awareness of Reading Strategies Inventory (MARSI) on
self-reported strategy use and connect their responses to reading-related background variables.
While there is still no consensus on a universally usable assessment tool of general metacognitive
strategies, the importance of measuring content-specific metacognitive strategies have been
emphasized in the literature. The sample consisted of 254 pupils in grades 6, 8, 10 and 12. Three
hypotheses were tested: (1) The Hungarian adaptation of MARSI proved to be of acceptable
reliability. (2) Sixth graders reported more frequent use of reading strategies than pupils in the
higher grades. (3) Our results revealed relations between self-reported strategy use and gender,
grade, self-reported reading ability and other background variables like reading attitude.
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