Metacognitive awarness of reading strategies. (c2010)

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dc.contributor.author Taher, Sarah
dc.date.accessioned 2011-04-19T13:12:50Z
dc.date.available 2011-04-19T13:12:50Z
dc.date.copyright 2010 en_US
dc.date.issued 2011-04-19
dc.date.submitted 2010-02
dc.identifier.uri http://hdl.handle.net/10725/403
dc.description Includes bibliographical references (leaves 58-68). en_US
dc.description.abstract This study purported to investigate the relationship between the metacognitive awareness of strategy use within a sample of 115 non-native speakers of English and their reading comprehension ability. The results of the study indicated a negative correlation between the overall three strategy subscales (metacognitive, cognitive, and support strategies) of the inventory (the SORS) - that was used to measure metacognitive awareness of reading strategies- and reading comprehension ability. The relationship was found to lack statistical significance. There was also a negative correlation between two other subscales of the inventory (metacognitive strategies and support strategies) and reading comprehension ability. Yet, while no significance was reported in the correlation between the metacognitive strategies subscale and reading comprehension, a stati stical significance of 0.0 19 was rep0l1ed for the correlation between the suppoti strategies subscale and reading comprehension. Moreover, a positive correlation was evident between the cognitive strategies subscale and reading comprehension ability. Finally, there was no statisti cal significance between gender and metacognitive strategy use. Based on those findings, specific educational implications for the sample patiicipants were proposed. It is recommended that further research concerning the issue of Lebanese non-native speakers of English and their strategy use should be conducted. en_US
dc.language.iso en en_US
dc.subject Metacognition en_US
dc.subject Reading comprehension en_US
dc.subject English language -- Study and teaching -- Foreign speakers en_US
dc.title Metacognitive awarness of reading strategies. (c2010) en_US
dc.type Thesis en_US
dc.term.submitted Spring en_US
dc.author.degree MA in Education en_US
dc.author.school Arts and Sciences en_US
dc.author.idnumber 200I01873 en_US
dc.author.commembers Dr. Rima Bahous
dc.author.woa OA en_US
dc.description.physdesc 1 bound copy: 73 leaves; 30 cm. available at RNL. en_US
dc.author.division Education en_US
dc.author.advisor Dr. Ahmad Oueini
dc.keywords Reading comprehension en_US
dc.keywords Metacognition en_US
dc.keywords Metacognitive awareness en_US
dc.keywords Reading strategies en_US
dc.keywords English as a second language en_US
dc.identifier.doi https://doi.org/10.26756/th.2010.29 en_US
dc.publisher.institution Lebanese American University en_US

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