Differences in the metacognitive awareness of reading strategies among native and non-native readers

By R. Sheorey, Kouider Mokhtari. 2001

675 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology

View Paper: https://www.semanticscholar.org/paper/46ab201f2c7aead1f9202c727657d52b53067d35

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In Developmental and Educational Psychology

Citations in the corpus

The Effects of Metacognitive Reading Strategies: Pedagogical Implications for EFL/ESL Teachers. (2011, background): “Van Kraayenoord and Goos (2003) assert that planning, choosing appropriate strategies, monitoring progress, evaluating outcomes, and revisiting employed plans and strategies are involved in the regulatory mechanisms.”
A Comparison of the Metacognitive Reading Strategies Used by EFL and ESL Readers. (2010, background): “Teaching students to become constructively responsive readers can promote skillful academic reading, which, in turn, can enhance academic achievement (Sheorey & Mokhtari, 2001).”
Gender Differences in Reading Strategy Use among ESL College Students (2005, methodology): “While the data gleaned from Phakiti (2003), Sheorey and Mokhtari (2001), and Young and Oxford (1993) shed light on gender differences and strategy use, more research needs to be done in order to draw general conclusions about gender and reading strategy use; in other words, whether or not males and…”
Chinese senior high school EFL students’ metacognitive awareness and reading-strategy use (2009, background): “…readers generally display a higher degree of metacognitive awareness, which enables them to use reading strategies more effectively and efficiently than their unsuccessful peers (Carrell, 1989; Carrell et al., 1998; Hudson, 1998; Sheorey & Mokhtari, 2001; Zhang, 2001; Zhang et al., 2008).”
Learners' Listening Comprehension Difficulties in English Language Learning: A Literature Review. (2016, background): “According to Sheorey and Mokhtari (2001) and Al-Alwan, Asassfeh, and Al-Shboul (2013), metacognitive strategies are used to plan and perform suitable actions to get a specific aim.”
The Importance of Metacognitive Reading Strategy Awareness in Reading Comprehension. (2013, background): “Sheorey and Mokhtari (2001) explained that the correlation between learners’ reading comprehension ability and metacognitive reading strategy is vital and important for reading procedure.”
Reading Strategies or Comprehension Monitoring Strategies? (2006, methodology): “…guessing meaning, connecting the text to the prior knowledge, using context clues, self-correcting (Block, 1986; Janzen & Stoller, 1998; Sheorey & Mokhtari, 2001; Yang, 2000), and the comprehension monitoring strategies include ignore and read on, suspend judgment, form a tentative…”
Improving Machine Reading Comprehension with General Reading Strategies (2018, methodology): “The utilization of reading strategies has been shown effective in improving comprehension levels of human readers, especially those who lack adequate prior knowledge of the topic of the text (Sheorey and Mokhtari, 2001; McNamara et al., 2004).”
Research on good and poor reader characteristics: Implications for L2 reading research in China (2008, positive): “Strategy use does not differ much across L1 and L2 reading, and both good L1 and L2 readers Pang: Research on good and poor reader characteristics report using more strategies than poor readers (Block, 1986; Sheorey & Mokhtari, 2001).”
The Effectiveness of Metacognitive Strategy Awareness in Reading Comprehension: The Case of Iranian University EFL Students. (2014, background): “In another study that focused on reading academic materials, Sheorey and Mokhtari (2001) found that there was a relationship between the students’ reading ability and the reported reading strategies, regardless of the level of reading ability.”