“…As there are limited number of studies on training of pre-service teachers in reading strategies (Klapwijk, 2012), it is hoped that this study will make a contribution in determining the variables that are effective in planning the education to be given to pre-service teachers to improve their students' reading strategies. Existing studies mostly deal with metacognitive awareness of preservice teachers on reading strategies (Dilci & Babacan, 2011;Karadüz, 2011;Mert, 2015;Özdemir, 2018;Topuzkanamış & Maltepe, 2010) and the effects of some variables such as gender, major, year of study and number of books read (Ateş, 2013(Ateş, , Çeliköz, 2018Çöğmen, 2008;Erdem, 2012;Karatay, 2009;Karasakaloğlu, Saracaloğlu & Yılmaz-Özelçi, 2012;Koç & Arslan, 2017;Kurnaz & Akaydın, 2015;Kuş & Türkyılmaz, 2010;Özdemir, 2018;Özden, 2018;Topuzkanamış & Maltepe, 2010). The current study not only deals with the effects of gender, year of study, major and frequency of reading books on pre-service teachers' reading strategies, but it also analyzes the effects of other variables such as preferences in reading materials, types of books read and materials researched.…”