Promoting strategic readers: Insights of preservice teachers’ understanding of metacognitive reading strategies
This study focuses on preservice teachers’ metacognitive reading strategies, in particular their awareness of such strategies as a reader and future teacher in three different stages (initial, middle, and final stages) of the teacher education program. The study had two research questions: (1) Are t...
| Main Author: | |
|---|---|
| Format: | Article |
| Language: | English |
| Published: |
Georgia Southern University
2016-01-01
|
| Series: | International Journal for the Scholarship of Teaching and Learning |
| Subjects: | |
| Online Access: | https://digitalcommons.georgiasouthern.edu/ij-sotl/vol10/iss1/4 |
| _version_ | 1819207757158416384 |
|---|---|
| author | Yuko Iwai |
| author_facet | Yuko Iwai |
| author_sort | Yuko Iwai |
| collection | DOAJ |
| description | This study focuses on preservice teachers’ metacognitive reading strategies, in particular their awareness of such strategies as a reader and future teacher in three different stages (initial, middle, and final stages) of the teacher education program. The study had two research questions: (1) Are there any significant differences between metacognitive awareness and preservice teachers’ academic stages? and (2) What are preservice teachers’ perceptions of metacognitive awareness at the three different academic stages? One hundred sixteen preservice teachers participated in the study. Data included the Metacognitive Awareness of Reading Strategy Inventory (MARSI) and open-ended questions. While the results indicated no significant differences between preservice teachers’ stages and the scores in the MARSI, they indicated significant differences among the mean scores for the sub-scores in the MARSI. Preservice teachers also viewed themselves as high-achieving readers, used various metacognitive reading strategies, and understood the importance of teaching these strategies to children. |
| first_indexed | 2024-12-23T05:28:34Z |
| format | Article |
| id | doaj.art-e849da500ab047c78751deebe126edf6 |
| institution | Directory Open Access Journal |
| issn | 1931-4744 |
| language | English |
| last_indexed | 2024-12-23T05:28:34Z |
| publishDate | 2016-01-01 |
| publisher | Georgia Southern University |
| record_format | Article |
| series | International Journal for the Scholarship of Teaching and Learning |
| spelling | doaj.art-e849da500ab047c78751deebe126edf62022-12-21T17:58:32ZengGeorgia Southern UniversityInternational Journal for the Scholarship of Teaching and Learning1931-47442016-01-0110110.20429/ijsotl.2016.100104Promoting strategic readers: Insights of preservice teachers’ understanding of metacognitive reading strategiesYuko IwaiThis study focuses on preservice teachers’ metacognitive reading strategies, in particular their awareness of such strategies as a reader and future teacher in three different stages (initial, middle, and final stages) of the teacher education program. The study had two research questions: (1) Are there any significant differences between metacognitive awareness and preservice teachers’ academic stages? and (2) What are preservice teachers’ perceptions of metacognitive awareness at the three different academic stages? One hundred sixteen preservice teachers participated in the study. Data included the Metacognitive Awareness of Reading Strategy Inventory (MARSI) and open-ended questions. While the results indicated no significant differences between preservice teachers’ stages and the scores in the MARSI, they indicated significant differences among the mean scores for the sub-scores in the MARSI. Preservice teachers also viewed themselves as high-achieving readers, used various metacognitive reading strategies, and understood the importance of teaching these strategies to children.https://digitalcommons.georgiasouthern.edu/ij-sotl/vol10/iss1/4Preservice teachersmetacognitive readingself-awarenesseffective strategies |
| spellingShingle | Yuko Iwai Promoting strategic readers: Insights of preservice teachers’ understanding of metacognitive reading strategies International Journal for the Scholarship of Teaching and Learning Preservice teachers metacognitive reading self-awareness effective strategies |
| title | Promoting strategic readers: Insights of preservice teachers’ understanding of metacognitive reading strategies |
| title_full | Promoting strategic readers: Insights of preservice teachers’ understanding of metacognitive reading strategies |
| title_fullStr | Promoting strategic readers: Insights of preservice teachers’ understanding of metacognitive reading strategies |
| title_full_unstemmed | Promoting strategic readers: Insights of preservice teachers’ understanding of metacognitive reading strategies |
| title_short | Promoting strategic readers: Insights of preservice teachers’ understanding of metacognitive reading strategies |
| title_sort | promoting strategic readers insights of preservice teachers understanding of metacognitive reading strategies |
| topic | Preservice teachers metacognitive reading self-awareness effective strategies |
| url | https://digitalcommons.georgiasouthern.edu/ij-sotl/vol10/iss1/4 |
| work_keys_str_mv | AT yukoiwai promotingstrategicreadersinsightsofpreserviceteachersunderstandingofmetacognitivereadingstrategies |