Abstract
The construct validity of the Meta-cognitive Awareness of Reading Strategy Inventory (MARSI; Mokhtari &Reichard, 2002) was tested with 189 college students, and its convergent validity with reading comprehensionability was investigated. Reading ability was assessed using self-report and standardized measures. Resultsdemonstrate weak construct validity of the MARSI, suggesting that the current form of the MARSI is notappropriate for use with students who are very proficient in reading (i.e., grade level equivalents beyond 12thgrade). More theoretically-based quantitative and qualitative studies using the MARSI are warranted.
Highlights
There is an urgent need for meta-cognition research related to reading in the college population
We investigated the relation between self-reported reading strategy usage and reading ability in college students
Participants in our study on average were at a grade level that was equivalent to 2 years post high school or grade 14 in reading
Summary
There is an urgent need for meta-cognition research related to reading in the college population. Professors of remedial reading and mainstream courses could be provided richer information to guide their instruction given the following: a) an understanding of how meta-cognitive knowledge and reading comprehension skill are related in college students, and b) an assessment of meta-cognitive reading strategies that is convenient to administer, which demonstrates good psychometric qualities. It has been suggested that older and more sophisticated readers use meta-cognitive strategies more often and more effectively than younger and poor readers–monitoring their reading behavior and adjusting their reading purposes to facilitate understanding or remedy comprehension (for a comprehensive review of such strategies, see Duke & Pearson, 2002; see Pressley & Afflerbach, 1995). Self-reported reading strategy inventories provide a means of tapping into readers’ awareness of the strategies that make their reading experiences successful
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