Assessing students' Metacognitive Awareness of Reading Strategies

By Kouider Mokhtari, Carla A. Reichard. 2002

1,142 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/7c91aa80ad5939c55d35bb9950135e39bab99802

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. Alex Poole
2. Panayiota Kendeou
3. Paul van den Broek
4. Alireza Karbalaei
5. Danielle S. McNamara
6. Lawrence Jun Zhang
7. Maral Katal
8. Mehrak Rahimi

In Education

1. Alireza Karbalaei
2. Paul van den Broek
3. Panayiota Kendeou
4. Maral Katal
5. Mehrak Rahimi
6. E. Oros
7. Danielle S. McNamara
8. Carla A. Reichard

Citations in the corpus

• Intrinsic Motivation to Learn: The Nexus Between Psychological Health and Academic Success (2012, background): “…motivated readers use more reading strategies than their peers, such as the following: rereading difficult passages; having a purpose in mind before picking up the text, taking notes while reading as well as questioning and making inferences about what they have read (Mokhtari & Reichard, 2002).”
• Investigating the Strategic Reading Processes of First and Second Language Readers in Two Different Cultural Contexts. (2004, methodology): “Assessment of metacognitive awareness of reading strategies The students’ metacognitive awareness of reading strategies was assessed through the use of the metacognitive awareness of reading strategies inventory (MARSI) (Mokhtari and Reichard, 2002), which was designed for measuring adolescent and a”
• Metacognitive strategies awareness and success in learning English as a foreign language: an overview (2012, methodology): “…learners’ metacognition can directly affect the process and the outcome of their learning (Boekaerts, Pintrich, & Zeidner, 2000; Bolitho et al., 2003; Eilam & Aharon, 2003; Mokhtari & Reichard, 2002; Palmer & Goetz, 1988; Victori & Lockhart, 1995; Zimmerman & Schunk, 2001; Purpura, 1997, 1998).”
• The impact of metacognitive scaffolding and monitoring on reading comprehension (2014, methodology): “According to Mokhtari and Reichard (2002), the strategies in the GLOB subscale are general reading strategies that are focused at preparations for reading to occur.”
• Gender Differences in Reading Strategy Use among ESL College Students (2005, background): “However, its forerunner, the Metacognitive Awareness of Reading Strategies Inventory (MARSI), was found to be statistically reliable (Mokhtari & Reichard, 2002, 2004; Mokhtari & Sheorey, 2002).”
• The assessment of metacognition in children aged 4–16 years: a systematic review (2017, background): “For example, two self-report measures the Metacognitive Awareness of Reading Strategies Inventory (MARSI) and the Metacognitive Awareness Inventory (MAI) both have similar definitions of metacognition based on the reflection on and monitoring of learning, including understanding of learning and an i”
• The Importance of Metacognitive Reading Strategy Awareness in Reading Comprehension. (2013, background): “According to O’Malley and Chamot (1990), most investigations on metacognitive reading strategy awareness in both L1 and L2 contexts has emphasized on clarifying and categorizing the metacognitive reading strategies that proficient readers employ in comparison to less-proficient readers.”
• Relationships among Motivation Orientations, Metacognitive Awareness and Proficiency in L2 Listening. (2005, background): “…been well documented in cognitive psychology (e.g. Paris and Winograd 1990; Pintrich 1999; Zimmerman and Schunk 2001; Fernandez-Duque, Baird, and Posner 2003a, 2003b) and second language learning (e.g. Bolitho et al. 2003; Chamot et al. 1999; Mokhtari and Reichard 2002; Schoonen et al. 1998, 2002).”