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Reading comprehension: The mediating role of metacognitive strategies

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Item Summary

Title:Reading comprehension: The mediating role of metacognitive strategies
Authors:Ghaith, Ghaith
El-Sanyoura, Hind
Keywords:reading strategies
metacognition
literal reading comprehension
higher-order reading comprehension
EFL readers
Date Issued:Apr 2019
Publisher:University of Hawaii National Foreign Language Resource Center
Center for Language & Technology
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.
URI:http://hdl.handle.net/10125/66748
ISSN:1539-0578
DOI:10125/66748
Volume:31
Issue/Number:1
Appears in Collections: Volume 31, No. 1


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