Abstract
AbstractThe main purpose of this study is to determine prospective teachers’ metacognitive awareness levels of reading strategies. A quantitative surve method was used. Participants consisted of 150 prospective primary teachers and 150 prospective Turkish language teachers from Necmettin Erbakan University in Turkey. The data were collected through Metacognitive Awareness of Reading Strategies Inventory during the spring semester of the 2014–2015 academic year. Results show that prospective teachers’ global reading and problem solving strategies levels are high while their support reading strategies level is medium. Female participants’ metacognitive awareness level was found to be higher compared to males. Prospective Turkish language teachers’ problem solving strategies level is higher than that of prospective primary teachers. Prospective primary teachers preferred historical and psychological books more while prospective Turkish Language teachers favoured all types of books equally. The metacognitive awareness levels of participants reading book everyday and sometimes are significantly higher than those of reading book never.Keywords: Metacognitive awareness, reading strategies, prospective teachers.*
Highlights
Reading comprehension is one of the language skills imparted in the primary school period and improved continuously in the following years
The data were collected through Metacognitive Awareness of Reading Strategies Inventory during the spring semester of the 2014–2015 academic year
The results of this study show that prospective teachers’ global reading strategies and problem solving strategies levels are found to be high while their support reading strategies level is medium
Summary
Reading comprehension is one of the language skills imparted in the primary school period and improved continuously in the following years. Reading is a complex endeavour that is based on the functioning of psychomotor skills and requires attention to many features such as the meanings of words, phonological properties, sentence content and punctuation (Adams, 1990) It entails the activation of schemata and effective interaction between the author and the reader (Akyol, 2011) and must be structured by the reader for the purpose of deriving meaning form the text (Denton & Al Otaiba, 2011). Methods and techniques lays the ground for paying attention to structural features of the text and effective participation in the reading process It facilitates the comprehension of the text content and contributes to the development of such skills as review, evaluation and retention of the text (Akyol, 2007). While metacognitive awareness means one’s being aware of what should be done, strategy use means putting one’s knowledge into action (Cogmen, 2008)
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