Examining Metacognitive Strategy Preferences of Students at Different Reading Proficiency Levels

Autor/inn/en	Firat, Tahsin; Koyuncu, Ilhan
Titel	Examining Metacognitive Strategy Preferences of Students at Different Reading Proficiency Levels
Quelle	In: International Journal of Psychology and Educational Studies, 10 (2023) 1, S.224-240 (17 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Firat, Tahsin) ORCID (Koyuncu, Ilhan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Achievement Tests; Foreign Countries; Secondary School Students; International Assessment; Cognitive Processes; Reading Strategies; Metacognition; Reading Skills; Reading Comprehension; Turkey; Program for International Student Assessment + Suchen Sie Ihr Suchwort? Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Ausland; Sekundarschüler; Cognitive process; Kognitiver Prozess; Reading strategy; Leselernstufe; Lesetechnik; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Reading skill; Lesefertigkeit; Leseverstehen; Türkei
Abstract	The purpose of this study was to evaluate the distribution of students with varying levels of reading competence according to their selection of metacognitive methods from the 2018 Programme for International Student Assessment (PISA) survey. The research group consisted of 6,890 pupils from the Republic of Turkey who participated in the PISA 2018 study. The data were analyzed using the multivariate exploratory technique of correspondence analysis. In comparison to developing readers, skilled readers favored the metacognitive processes of summarizing, understanding and remembering, and evaluating believability. Awareness of appropriate metacognitive reading strategies should be emphasized in order to increase the reading comprehension of developing readers. (As Provided).
Anmerkungen	International Journal of Psychology and Educational Studies. Sakarya University, Faculty of Education, Department of Educational Sciences, Sakarya, Turkey. e-mail: ijpesjournal@gmail.com; Web site: https://ijpes.com/index.php/ijpes/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01