Metacognitive Awareness of Reading Strategies, Reading Practices and Academic Attainments of University Students

Sheikh, Irfan; Soomro, Kamal Ahmed; Hussain, Nasreen

doi:10.22555/joeed.v6i1.2749

Cited by 22 publications

(12 citation statements)

References 11 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The researcher concluded that the more problem-solving strategies are used during the reading process, the better understanding of the texts the students show. Also, Irfan et al (2019) found that students' understanding of MCRS is a robust predictor of their academic progress. Other studies indicated a significant improvement in students' outcomes after being trained in MCRS (Thongwichit & Buripakdi, 2021;Wu et al, 2021).…”

Section: Metacognitive Strategies and Reading Comprehensionmentioning

confidence: 92%

“…For example, Gebhard (2000) reported a statistically significant correlation between the participants' use of MCRS and their reading comprehension scores and that skilled readers who employed MCRS effectively scored higher in reading comprehension tests than the struggling ones. Research also demonstrated that learning MCRS facilitates L2 acquisition (Ahmadi et al, 2013), and improves reading comprehension scores (Irfan et al, 2019;Par, 2020;Sutiyatno & Sukarno, 2019;Thongwichit & Buripakdi, 2021;Villanueva, 2022;Wu et al, 2021). Sutiyatno and Sukarno (2019), for instance, found an association between undergraduate students' reading performance and their use of metacognitive strategies.…”

Section: Metacognitive Strategies and Reading Comprehensionmentioning

confidence: 96%

See 1 more Smart Citation

Eleventh-grade Students’ Use of Metacognitive Reading Strategies in Arabic (L1) and English (L3)

Razkane¹,

Sayeh²,

Diouny³

et al. 2023

INT J INSTRUCTION

View full text Add to dashboard Cite

Metacognitive strategy awarenessMetacognition refers to an individual's awareness of their cognitive development, mental processes, learning styles, and the capacity to organize, manage and solve problems. Flavell (1979) regards reading as a cognitive enterprise that involves an awareness of a variety of MCRS and skills. Brown et al. (1986) maintain that metacognition is crucial to reading comprehension. In the same vein, Karbala (2011) argues that the context of reading comprises two types of cognition: A reader's knowledge of reading strategies to learn from the text, and the ability an individual has to monitor their actions during the reading process reading. MCRS are described as tools that assist students to understand their abilities and figure out how to learn different skills in the learning environment while dealing with a reading task (Sutiyatno & Sukarno, 2019). MCRS are regarded as conscious, deliberate, and goal-oriented activities or plans that readers employ to decode, understand and construct meanings from written texts (Afflerbach et al., 2008;Manoli & Papadopoulou, 2012). While reading skills are defined as unconscious, automatic, effortless activities (Manoli & Papadopoulou, 2012) used to decode and comprehend texts quickly, efficiently, and fluently, "usually without the reader's awareness of the components or controls involved" (Afflerbach et al., 2008, p.15), MCRS are "in fact problem-solving strategies employed by readers to cope with reading texts" (Al-Mekhlafi, 2018, p. 299).According to Abu-Rabia (2018), metacognitive reading processes include three key stages: planning, monitoring, and evaluating. Each reading phase comprises a number of MCRS that could be employed at a specific point during the global reading comprehension process. These strategies comprise setting an objective to reading, activating background knowledge, making predictions, skimming, scanning, repairing, guessing meaning, visualizing, checking, revising, altering reading speed, deconstructing the structure of the text, summarizing, evaluating, and self-questioning in the postreading phase to check whether the purpose behind reading is achieved (Carrell et al., 1998). Iwai (2011) maintains that metacognition plays a key role in reading comprehension as it is linked to linguistic, cognitive, and social skills development, and that metacognitive strategy awareness can sharpen students' mental processes and make them strategic thinkers who can deal with difficult tasks in a scientific way. Similarly, Auerbach & Paxton (1997) assert that metacognitive strategies can be effectively activated only when learners read a certain text with a particular purpose in mind. According to Karbalaei (2011, p.7), to do a reading comprehension task successfully, readers must use their metacognitive knowledge to trigger "conscious and deliberate strategies." MCRS show readers how to deal with a given reading task, what textual prompts to exploit, how to decode the reading material, and what procedures to follow when failing to get the...

show abstract

Section: Metacognitive Strategies and Reading Comprehensionmentioning

confidence: 92%

Section: Metacognitive Strategies and Reading Comprehensionmentioning

confidence: 96%

Eleventh-grade Students’ Use of Metacognitive Reading Strategies in Arabic (L1) and English (L3)

Razkane¹,

Sayeh²,

Diouny³

et al. 2023

INT J INSTRUCTION

View full text Add to dashboard Cite

show abstract

“…In addition, reading practice and how often the dyslexic child is trained to read. In reading skills, the most crucial element so that children can read quickly is practice (Irfan et al, 2019;Solmaz, 2020). If not, then the child will experience difficulty in reading skills.…”

Section: Graph 1 Reading Development Of Dyslexic Childrenmentioning

confidence: 99%

Technical Assistance Program as A Media to Overcome the Problem of Children’s Dyslexia in Madrasah Ibtidaiyah

Baharun¹,

Trisilia²,

Munjiat³

et al. 2022

al.ibtida.snj

View full text Add to dashboard Cite

Reading is an important activity in everyday life and must be mastered by children from an early age. However, many children still cannot read, especially in one of the madrasah ibtidaiyah in Probolinggo Regency, East Java which is the location of this research. This study aims to analyze the teacher's strategy in overcoming the reading problem of dyslexic children with technical guidance. This study used a phenomenological approach, where researchers try to understand the phenomena in the field through interviews, observations, and documentation. Data analysis was carried out in stages, including data collection, data reduction, data presentation, and conclusions. The results showed that the teacher's strategy in overcoming the reading problem of dyslexic children through Technical Guidance was carried out through preparation of technical assistance, implementation of technical assistance, and evaluation of technical assistance. This research has implications for the importance of the teacher's understanding of student learning characteristics from an early age so that teachers can find out the students' various problems so that learning objectives can be achieved optimally.

show abstract

“…However, the teacher is the most vital and dominant component in teaching and learning activities. Teachers have the role as planners and implementers of learning and motivation to encourage students to do learning assignments (Irfan et al, 2019;Fauzan et al, 2022). This indicates the urgency of educators in the world of education, whose job is to teach and as motivators and facilitators in learning activities (Aboagye & Yawson, 2020).…”

Section: Introductionmentioning

confidence: 99%

Heutagogy in Improving Metacognitive Intelligence of Students in Pesantren

Bakar

Baharun²,

Hasanah³

2022

An-Nafs

View full text Add to dashboard Cite

This study aims to analyze the heutagogical approach to improving the metacognitive intelligence of students at Ma'had Aly. This study used a qualitative approach with phenomenological research. The researchers attempted to understand the phenomena of education and learning activities in Ma'had Aly. Researchers conducted participatory observations, interviews, and documentation. Data analysis was carried out through the stages of data display, data reduction, and data conclusion. The results showed that the heutagogical approach implemented at Ma'had Aly improved students' metacognitive intelligence through some activities, including a reading test with the blank matter, meaning understanding, memorizing nadzom, and achieving the learning goal.

show abstract

Metacognitive Awareness of Reading Strategies, Reading Practices and Academic Attainments of University Students

Cited by 22 publications

References 11 publications

Eleventh-grade Students’ Use of Metacognitive Reading Strategies in Arabic (L1) and English (L3)

Eleventh-grade Students’ Use of Metacognitive Reading Strategies in Arabic (L1) and English (L3)

Technical Assistance Program as A Media to Overcome the Problem of Children’s Dyslexia in Madrasah Ibtidaiyah

Heutagogy in Improving Metacognitive Intelligence of Students in Pesantren

Contact Info

Product

Resources

About