Measuring ESL Students' Awareness of Reading Strategies

By Kouider Mokhtari, R. Sheorey. 2002

610 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/902989da3e87f2b5d0c0e31d1f85e97ebee0a270

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1. Kai Sun
2. Hossein Tavakoli
3. Dian Yu
4. Alex Poole
5. Claire Cardie
6. Dong Yu
7. D. Dimitrov
8. Carla A. Reichard

Citations in the corpus

• Chinese senior high school EFL students’ metacognitive awareness and reading-strategy use (2009, methodology): “The data for this study were collected through a questionnaire (see Appendix A) adapted from the survey of reading strategies (SORS) by Mokhtari and Sheorey (2002) that was developed to measure the metacognitive awareness and perceived use of reading strategies of adolescent and adult learners of…”
• The Effectiveness of Metacognitive Strategy Awareness in Reading Comprehension: The Case of Iranian University EFL Students. (2014, methodology): “The descriptive statistics (see Table 3) regarding the means, overall means and standard deviations of the SORS scores on the three strategy subcategories for three proficiency levels show that high proficiency students enjoyed high overall awareness of metacognitive strategies than other proficienc”
• Improving Machine Reading Comprehension with General Reading Strategies (2018, background): “…been shown effective in improving comprehension levels of human readers, especially those who lack adequate prior knowledge of the topic of the text (Mokhtari and Sheorey, 2002; Mokhtari and Reichard, 2002; McNamara et al., 2004), we propose three corresponding domain-independent strategies to…”
• 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).”
• Revising the Metacognitive Awareness of Reading Strategies Inventory (MARSI) and testing for factorial invariance (2018, methodology): “All participants completed a modified version of a 30-item instrument – the Metacognitive Awareness of Reading Strategies Inventory (MARSI), which measures students’ metacognitive awareness and use of reading strategies while reading academic materials.”