Assessing students' metacognitive awareness of reading strategies.

Mokhtari, Kouider; Reichard, Carla A.

doi:10.1037/0022-0663.94.2.249

Cited by 734 publications

(1,054 citation statements)

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“…Cronbach's coefficient alpha for internal consistency reliability of the three documented subscales (global, problem-solving, and support reading strategies) ranged from .89 to .93, and score reliability for the total sample was .93, indicating reliable measures of metacognitive awareness of reading strategies. A complete description of the MARSI, including its psychometric properties as well as its theoretical and research foundations, can be found in Mokhtari and Reichard (2002).…”

Section: Instrumentmentioning

confidence: 99%

“…We faced a number of theoretical, methodological, and practical challenges when we developed the original version of the MARSI (Mokhtari & Reichard, 2002), which took a significant amount of time (nearly three years) and a great deal of effort on the part of several individuals. We were highly cognizant of the fact that it would be idealistic, and perhaps impractical, to try to develop a clean and discrete measure of strategy use that is also reliable, valid, and contextualized.…”

Section: Issues and Primary Purpose Of The Marsimentioning

confidence: 99%

“…As indicated in the first section of this manuscript, we developed an adapted version of the original MARSI instrument for use with ESL students and we called it the Survey of Reading Strategies (Mokhtari & Sheorey, 2002) to distinguish it from the MARSI, although the MARSI and SORS are similar in terms of design and implementation features. Like the MARSI, the SORS is a self-report instrument aimed at assessing students' metacognitive awareness and use of reading strategies when reading academic or school-related materials.…”

Section: Final Comments On Assessing Metacognitive Awareness and Percmentioning

confidence: 99%

“…Given that there is prior theoretical and empirical work on establishing the underlying structure of the MARSI (see Mokhtari & Reichard, 2002), we used a confirmatory factor analysis (CFA) to test the structural aspect of validity for MARSI-R. We performed the CFA using the computer program for statistical analysis of latent variables Mplus (Muthén & Muthén, 1998-2012. Following the CFA, we tested the revised instrument (MARSI-R) for factorial invariance across gender and ethnicity.…”

Section: Data Analysis Proceduresmentioning

confidence: 99%

“…As a result, we developed a reading strategy measure that was, by design, limited in terms of intended purpose, target audience, context or scope, and interpretation. At the request of teachers and researchers, we also developed the Survey of Reading Strategies (SORS; Mokhtari & Sheorey, 2002), an adapted version of the MARSI instrument for use with learners of English as a second language (ESL). The MARSI and SORS have been translated into several languages, specifically Arabic, Chinese, Czech, Farsi, French, German, Greek, Indonesian, Japanese, Korean, Polish, Slovenian, and Spanish.…”

Section: Issues and Primary Purpose Of The Marsimentioning

confidence: 99%

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Revising the Metacognitive Awareness of Reading Strategies Inventory (MARSI) and testing for factorial invariance

Mokhtari

Dimitrov

Reichard

2018

SSLLT

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In this study, we revised the Metacognitive Awareness of Reading Strategies Inventory (MARSI), a self-report instrument designed to assess students' awareness of reading strategies when reading school-related materials. We collected evidence of structural, generalizability, and external aspects of validity for the revised inventory (MARSI-R). We first conducted a confirmatory factor analysis of the MARSI instrument, which resulted in the reduction of the number of strategy statements from 30 to 15. We then tested MARSI-R for factorial invariance across gender and ethnic groups and found that there is a uniformity in student interpretation of the reading strategy statements across these groups, thus allowing for their comparison on levels of metacognitive processing skills. We found evidence of the external validity aspect of MARSI-R data through correlations of such data with a measure of the students' perceived reading ability. Given that this journal is oriented to second Kouider Mokhtari, Dimiter M. Dimitrov, Carla A. Reichard 220 language learning and teaching, our article also includes comments on the Survey of Reading Strategies (SORS), which was based on the original MARSI and was designed to assess adolescents' and adults' metacognitive awareness and perceived use of ESL reading strategies. We provide a copy of the MARSI-R instrument and discuss the implications of the study's findings in light of new and emerging insights relative to assessing students' metacognitive awareness and perceived use of reading strategies.

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Section: Instrumentmentioning

confidence: 99%

Section: Issues and Primary Purpose Of The Marsimentioning

confidence: 99%

Section: Final Comments On Assessing Metacognitive Awareness and Percmentioning

confidence: 99%

Section: Data Analysis Proceduresmentioning

confidence: 99%

Section: Issues and Primary Purpose Of The Marsimentioning

confidence: 99%

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