Validation of «Tell Me How You Read» Reading Strategies Questionnaire for Upper-Secondary School Students
The study presents the factorial validity of the version of the questionnaire on reading strategies, «Tell me how to read», aimed at the students of upper-secondary schools. The dimensions investigated correspond to the 7 strategies already validated in the previous versions (lower secondary and pri...
| Main Authors: | , |
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| Format: | Article |
| Language: | English |
| Published: |
LED Edizioni Universitarie
2022-12-01
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| Series: | Journal of Educational, Cultural and Psychological Studies |
| Subjects: | |
| Online Access: | https://www.ledonline.it/index.php/ECPS-Journal/article/view/3193 |
| _version_ | 1797976146563825664 |
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| author | Giusi Castellana Snezana Mitrovic |
| author_facet | Giusi Castellana Snezana Mitrovic |
| author_sort | Giusi Castellana |
| collection | DOAJ |
| description | The study presents the factorial validity of the version of the questionnaire on reading strategies, «Tell me how to read», aimed at the students of upper-secondary schools. The dimensions investigated correspond to the 7 strategies already validated in the previous versions (lower secondary and primary school, pilot study; Castellana, 2018, 2020a; Castellana & Lucisano, 2021): Identifying reading purposes; Activating previous knowledge; Making predictions; Identifying the most important information; Using graphic organizers; Controlling, Monitoring and a scale on the perception of difficulty. The questionnaire consisting of 57 items, was administered to a convenience sample of 1527 students, attending upper-secondary school. Results of the factor analysis confirm the seven-dimensional structure while Cronbach’s alpha ranges from .836 to .925, with the total reliability coefficient of .933. Furthermore, data analyses reveal strengths and weaknesses of the readers in terms of the strategies they employ and suggest areas and paths for improvement of their reading skills, stressing once again the importance of tools
aimed at measuring the use of metacognitive strategies. |
| first_indexed | 2024-04-11T04:46:43Z |
| format | Article |
| id | doaj.art-773faa4e338c445084746986d00ed334 |
| institution | Directory Open Access Journal |
| issn | 2037-7932 2037-7924 |
| language | English |
| last_indexed | 2024-04-11T04:46:43Z |
| publishDate | 2022-12-01 |
| publisher | LED Edizioni Universitarie |
| record_format | Article |
| series | Journal of Educational, Cultural and Psychological Studies |
| spelling | doaj.art-773faa4e338c445084746986d00ed3342022-12-27T10:19:37ZengLED Edizioni UniversitarieJournal of Educational, Cultural and Psychological Studies2037-79322037-79242022-12-0102621923210.7358/ecps-2022-026-cami1646Validation of «Tell Me How You Read» Reading Strategies Questionnaire for Upper-Secondary School StudentsGiusi Castellana0Snezana MitrovicRoma Tre University,The study presents the factorial validity of the version of the questionnaire on reading strategies, «Tell me how to read», aimed at the students of upper-secondary schools. The dimensions investigated correspond to the 7 strategies already validated in the previous versions (lower secondary and primary school, pilot study; Castellana, 2018, 2020a; Castellana & Lucisano, 2021): Identifying reading purposes; Activating previous knowledge; Making predictions; Identifying the most important information; Using graphic organizers; Controlling, Monitoring and a scale on the perception of difficulty. The questionnaire consisting of 57 items, was administered to a convenience sample of 1527 students, attending upper-secondary school. Results of the factor analysis confirm the seven-dimensional structure while Cronbach’s alpha ranges from .836 to .925, with the total reliability coefficient of .933. Furthermore, data analyses reveal strengths and weaknesses of the readers in terms of the strategies they employ and suggest areas and paths for improvement of their reading skills, stressing once again the importance of tools aimed at measuring the use of metacognitive strategies.https://www.ledonline.it/index.php/ECPS-Journal/article/view/3193metacognitive knowledgereading comprehensionreading strategiesupper-secondary schoolvalidation. |
| spellingShingle | Giusi Castellana Snezana Mitrovic Validation of «Tell Me How You Read» Reading Strategies Questionnaire for Upper-Secondary School Students Journal of Educational, Cultural and Psychological Studies metacognitive knowledge reading comprehension reading strategies upper-secondary school validation. |
| title | Validation of «Tell Me How You Read» Reading Strategies Questionnaire for Upper-Secondary School Students |
| title_full | Validation of «Tell Me How You Read» Reading Strategies Questionnaire for Upper-Secondary School Students |
| title_fullStr | Validation of «Tell Me How You Read» Reading Strategies Questionnaire for Upper-Secondary School Students |
| title_full_unstemmed | Validation of «Tell Me How You Read» Reading Strategies Questionnaire for Upper-Secondary School Students |
| title_short | Validation of «Tell Me How You Read» Reading Strategies Questionnaire for Upper-Secondary School Students |
| title_sort | validation of tell me how you read reading strategies questionnaire for upper secondary school students |
| topic | metacognitive knowledge reading comprehension reading strategies upper-secondary school validation. |
| url | https://www.ledonline.it/index.php/ECPS-Journal/article/view/3193 |
| work_keys_str_mv | AT giusicastellana validationoftellmehowyoureadreadingstrategiesquestionnaireforuppersecondaryschoolstudents AT snezanamitrovic validationoftellmehowyoureadreadingstrategiesquestionnaireforuppersecondaryschoolstudents |