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

Abstract

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.

Metacognitive reading strategies awareness and metacognitive reading strategies use of EFL university students across gender

“…The instrument to collect data used in this research was a questionnaire. It was adopted from MARSI (Metacognitive Awareness of Reading Strategies Inventory) especially the one revised (MARSI-R) by Mokhtari et al (2018). MARSI-R consists of 15 items that describe the strategies or actions use when reading academic or schoolrelated materials such as book chapters, journal articles, and stories.…”

“…The strategies on the MARSI-R inventory were scored on 1-5 scales. According to Mokhtari et al (2018), the scores obtained provide three types of information such as individual score, scale score, and composite score. An individual score for each reading strategy reveals which strategy the students are aware of and use or may not aware of or use.…”

Psychometric Properties of the Arabic Version of the Behavioral Intention to Interact With Peers With Intellectual Disability Scale

“…First, we tested the configural invariance by conducting CFA separately for each group (boys and girls) as suggested by Dimitrov (2010). Obtaining configural invariance refers to invariance of the model configuration across boys and girls (Mokhtari et al, 2008). Good fit indices were obtained for both genders: TLI > 0.90 and SRMR < 0.06 (Hu and Bentler, 1999;Schermelleh-Engel et al, 2003).…”

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

“…The study confirmed the higher level of reliability and validity of Chinese version of MARSI. Mokhtari, Dimitrov and Reichard (2018) confirmed that the first version of MARSI has been translated into several languages, such as Arabic, Chinese, Czech, Persian, French, German, Greek, Indonesian, Japanese, Korean, Polish, Slovenian and Spanish to test MARS. The MARSI has been used in many published master's or doctoral dissertations and in refereed journals articles.…”