ERIC Number: EJ1038668
Record Type: Journal
Publication Date: 2014
Pages: 29
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0270-2711
EISSN: N/A
The Relationships among Reported Strategy Use, Metacognitive Awareness, and Reading Achievement of High School Students
Hong-Nam, Kay; Leavell, Alexandra G.; Maher, Sheila
Reading Psychology, v35 n8 p762-790 2014
The metacognitive awareness and reading strategy use of high school students enrolled in two high schools were investigated. The correlations between reading scores and strategy use were examined as well as the variation in strategy use by self-rated reading proficiency and academic grades. The factor analysis revealed four factors on the Metacognitive Awareness of Reading Strategies Inventory: Metacognitive Awareness Strategies, Text-Based Strategies, Reading Process Strategies, and Predicting Strategies. Reading Process Strategies were most preferred by participants, whereas Text-Based Strategies were least preferred. A statistically significant difference in strategy use was found for reading achievement, self-rated reading proficiency, and grade level.
Descriptors: Correlation, Reading Strategies, Metacognition, Reading Achievement, High School Students, Scores, Reading Skills, Grades (Scholastic), Factor Analysis, Statistical Analysis
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Texas
Grant or Contract Numbers: N/A