Primary Teachers` Metacognitive Awareness Of Reading Strategies

Abstract

Metacognitive reading strategies are a key factor for a deep understanding of academic texts. The purpose of this study is to analyse the level of primary teachers` metacognitive awareness of reading strategies and its relation to explicit teaching of metacognitive reading strategies in the classroom setting. 56 primary teachers from Arad filled in the Metacognitive Awareness of Reading Strategies Inventory and a questionnaire regarding explicit instructional practices on three metacognitive reading strategies: planning, monitoring and evaluating. The results showed that teachers have a medium level on Global Reading and Support Reading strategies and a high level on Problem-Solving strategies. The Metacognitive Awareness of Reading Strategies was positively associated with explicit teaching of metacognitive reading strategies. The findings of this study underline the idea that in order to effectively teach metacognitive reading strategies to students, teachers should be aware of their own reading mechanism. For greater impact, future educational programs on reading should aim to increase the metacognitive awareness of both students and teachers.