Bilingual readers’ metacognitive strategies as predictors of reading comprehension

College

Br. Andrew Gonzalez FSC College of Education

Department/Unit

Dept of English and Applied Linguistics

Document Type

Article

Source Title

Philippine ESL Journal

Volume

10

First Page

179

Last Page

199

Publication Date

2-2013

Abstract

Mokhtari and Reichard's (2002) Metacognitive Awareness Reading Strategies Inventory (MARSI) was administered to the 30 participants to assess their metacognitive awareness and perceived used of reading strategies. Furthermore, two types of reading comprehension tests (multiple choice and unaided written recall) based on four reading materials (two narratives and two expository) have been used to gather data. Results reveal that the participants use the three major types of metacognitive reading strategies. However, results have not been conclusive as to which strategy affects reading comprehension more because there was no single predictor of the reading tests scores. Nonetheless, the results of the study validated the relationship between bilinguals' use of metacognitive reading strategies and their reading comprehension.

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Disciplines

Language and Literacy Education

Keywords

Metacognition; Reading comprehension

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