Psychometric Properties of Meta-cognitive Awareness of Reading Strategy Inventory

Guan, Connie Qun; Roehrig, Alysia D.; Mason, Rihana S.; Wang, Meng

doi:10.5539/jedp.v1n1p3

Cited by 7 publications

(6 citation statements)

References 26 publications

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“…In the original study, we documented validity data, particularly on the content and substantive aspects of the instrument design and external evidence of correlation with reading ability. Subsequent studies have examined various aspects of the MARSI, with many studies providing support for its validity, and a few raising issues pertaining to its appropriateness for college and adult readers and its association with reading ability (e.g., Guan, Roehrig, Mason, & Meng, 2010;MacNamara, 2007). Some issues are more difficult to address than others.…”

Section: Validity Of the Marsimentioning

confidence: 99%

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: Validity Of the Marsimentioning

confidence: 99%

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

Mokhtari

Dimitrov

Reichard

2018

SSLLT

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“…However, Luo, Wu, and Yang (2013) surveyed undergraduate EFL learners reporting that no correlations have been found between the MARSI and learners' reading performance. Regarding the validity of the inventory, Guan, Roehrig, Mason, and Meng (2011) commented that the MARSI might not be appropriate for proficient language learners.…”

Section: Literature Reviewmentioning

confidence: 99%

Are Learners Aware of Their Strategy Use? Investigating EFL Learners’ Self-Perceived Metacognitive Awareness of Reading Strategies with the MARSI-R

Ling¹,

Dong²,

Wang³

2023

ELT

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This study investigated EFL learners’ self-perceived metacognitive strategy use with the revised Metacognitive Awareness of Reading Strategies Inventory (MARSI-R). Data collection followed two steps. In the first step, 213 EFL learners responded to the inventory twice (before and after a reading comprehension task). In the second step, 81 out of the 213 participants answered an open survey inquiring learners’ perception and changes of perception of metacognitive reading strategy use during the reading process. Results indicate that learners’ self-perceived strategy use changed significantly after performing the reading task. Learners’ feedbacks in the survey show that learners’ self-perceived strategy use might not reflect the actual use of strategies. This inconsistency between self-perceived reading strategy use and the actual strategy use might mislead learners in their foreign language learning. Further empirical studies are needed to validate the instrument and explore classroom instructions that help learners better understand their actual strategy use during the reading process.

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“…Estudios posteriores con muestras similares confirman la fiabilidad del instrumento, por ejemplo: Cromley (2004) . Para el estudio de la validez convergente diversos autores han empleado la correlación con una medida de autoinformación sobre la habilidad lectora (Mokhtari y Reichard, 2002;Qun et al, 2011), alcanzando un valor de .33 entre la puntuación del MARSI y el rango de lectura informado por los sujetos.…”

Section: Evaluación De Estrategias Metacognitivasunclassified

Evaluación de las estrategias metacognitivas de comprensión de textos narrativos

Rubio

Jiménez

2015

Ocnos

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Una de las áreas educativas de mayor preocupación en la actualidad es la comprensión lectora. La conceptualización del proceso de comprensión se ha enriquecido en los últimos años incluyendo los aspectos metacognitivos como una estrategia esencial para la optimización de su desarrollo. Existen diversos instrumentos para evaluar las estrategias metacognitivas de la comprensión de textos expositivos escolares, pero no así de textos literarios narrativos. El objetivo de este trabajo ha sido desarrollar un Cuestionario de Estrategias Metacognitivas de Comprensión de Textos Narrativos (CEMCoTeN) para que pueda servir de ayuda en la mejora de los procesos de comprensión y en su desarrollo didáctico. El instrumento fue completado por 610 estudiantes de la universidad de Castilla-La Mancha. Los resultados diferencian tres factores metacognitivos en la comprensión de textos narrativos: Estrategias Globales de Lectura, Estrategias de Personalización y Estrategias de Creatividad.

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Psychometric Properties of Meta-cognitive Awareness of Reading Strategy Inventory

Cited by 7 publications

References 26 publications

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

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

Are Learners Aware of Their Strategy Use? Investigating EFL Learners’ Self-Perceived Metacognitive Awareness of Reading Strategies with the MARSI-R

Evaluación de las estrategias metacognitivas de comprensión de textos narrativos

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