Volume 31, No. 1 Reading comprehension: The mediating role of metacognitive strategies

Reading comprehension: The mediating role of metacognitive strategies

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bitstream:
http://scholarspace.manoa.hawaii.edu/bitstream/10125/66748/1/31_1_10125_66748_ghaith.pdf
bitstream_txt:
http://scholarspace.manoa.hawaii.edu/bitstream/10125/66748/2/31_1_10125_66748_ghaith.pdf.txt
collection:
Volume 31, No. 1
contributor.author:
Ghaith, Ghaith El-Sanyoura, Hind
date.accessioned:
2020-05-22T02:29:04Z
date.available:
2020-05-22T02:29:04Z
date.issued:
2019-04
description.abstract:
This study investigated the reported use of metacognitive reading strategies and their interplay with the reading comprehension of 119 tenth grade learners of English as a foreign language (EFL) enrolled in five randomly-selected public schools in South Lebanon. In addition, the study examined the relative role of the global, problem-solving, and support strategies in predicting learners’ literal and higher-order reading comprehension. The study findings indicate that the participants reported high use of the problem-solving and a moderate use of the global and support strategies. In addition, problem-solving strategies positively correlated with and predicted literal as a well as higher-order comprehension. Pedagogical implications and suggestions for further research are discussed.
description.provenance:
Made available in DSpace on 2020-05-22T02:29:04Z (GMT). No. of bitstreams: 1 31_1_10125_66748_ghaith.pdf: 424666 bytes, checksum: dbce03354dedcfcb50d699265fb132fb (MD5) Previous issue date: 2019-04
endingpage:
43
identifier.doi:
10125/66748
identifier.issn:
1539-0578
identifier.uri:
http://hdl.handle.net/10125/66748
number:
1
publisher:
University of Hawaii National Foreign Language Resource Center Center for Language & Technology
rfl.topic:
Reading Process
site_url:
/rfl/item/415
startingpage:
19
subject:
reading strategies metacognition literal reading comprehension higher-order reading comprehension EFL readers
title:
Reading comprehension: The mediating role of metacognitive strategies
type:
Article
type.dcmi:
Text
volume:
31