Assessing Students' Metacognitive Awareness of Reading Strategies

This article describes the development and validation of a new self-report instrument, the Metacognitive Awareness of Reading Strategies Inventory, which is designed to assess adolescent and adult readers' metacognitive awareness and perceived use of reading strategies while reading academic or...

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Bibliographic Details
Published in:Journal of educational psychology 2002-06, Vol.94 (2), p.249-259
Main Authors: Mokhtari, Kouider, Reichard, Carla A
Format: Article
Language:English
Subjects:
Adolescents
Adults
Biological and medical sciences
Cognition & reasoning
Educational evaluation
Educational psychology
Factorial Validity
Female
Fundamental and applied biological sciences. Psychology
Human
Inventories
Learning
Learning Strategies
Male
Metacognition
Orientation. Evaluation
Program Development
Psychology. Psychoanalysis. Psychiatry
Psychology. Psychophysiology
Reading
Reading Comprehension
Reading Processes
Reading Strategies
Statistical Reliability
Statistical Validity
Thinking Skills
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Summary:This article describes the development and validation of a new self-report instrument, the Metacognitive Awareness of Reading Strategies Inventory, which is designed to assess adolescent and adult readers' metacognitive awareness and perceived use of reading strategies while reading academic or school-related materials.There were 3 strategy subscales or factors: Global Reading Strategies, Problem-Solving Strategies, and Support Reading Strategies.The reliability and factorial validity of the scale were demonstrated.After a brief review of the literature, the development and validation of the instrument are described, and its psychometric properties are discussed.In addition, directions for administering and scoring the instrument are provided, and suggestions for interpreting the results obtained are offered.Finally, the scales' implications for reading research and instruction are discussed.
ISSN:0022-0663
1939-2176
DOI:10.1037/0022-0663.94.2.249