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ERIC Number: ED571490
Record Type: Non-Journal
Publication Date: 2015
Pages: 12
Abstractor: As Provided
Reference Count: 19
ISSN: ISSN-1308-951X
A Multivariate Analysis of Pre-Service Teachers Use of Metacognitive Reading Strategies
Kana, Fatih
Online Submission, The International Journal of Research in Teacher Education v6 n3 p72-83 2015
The aim of this study is to analyze the level of Turkish language pre-service teachers metacognitive reading strategy use by various variables. Relational screening model is used in the study. Participants are 342 Turkish language pre-service teachers studying in the Turkish Language Education Program of a university located in the Western part of Turkey. The "Metacognitive Reading Strategy Scale," adapted to Turkish by Çögmen and Saracaloglu (2010), is used in the study. T-test analysis is used for the bivariate data and one-way analysis of variance is used for the data with more than three variables. The analyses demonstrate that there is no significant relationship between the class level (seniority) of pre-service teacher and their metacognitive reading strategies, that there is a significant difference between pre-service teachers gender and their learning and guessing strategies, and that there is a significant difference between their education types and guessing strategies. Preservice teachers report viewing themselves effective in imagining descriptions, re-reading texts when they have difficulty in understanding them, having an idea about the reading difficulty or ease of a text, activating their background knowledge about the subject to help their reading comprehension, and assessing texts while reading them.
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Turkey