Abstract
The study investigated the significant interaction between reading comprehension cognitive test-taking strategies and the level of reading proficiency of Iranian MA students. A further concern of the study was to explore the significant interaction between cognitive test-taking strategies and reading strategies. To this end, 947 Iranian MA students participated in the study. They took a reading comprehension test and answered a cognitive strategy questionnaire. The findings showed that the participants at the high level of reading proficiency used cognitive test-taking strategies more significantly than the participants at the intermediate level did. Significant interaction was found between cognitive test- taking and reading strategies.
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