International Association of Educators   |  ISSN: 1308-951X

Original article | International Journal of Research in Teacher Education 2015, Vol. 6(3) 72-83

A Multivariate Analysis of Pre-Service Teachers Use of Metacognitive Reading Strategies

Fatih KANA

pp. 72 - 83   |  Manu. Number: ijrte.2015.011

Published online: December 01, 2015  |   Number of Views: 175  |  Number of Download: 695


Abstract

The aim of this study is to analyze the level of Turkish language pre-service teachers metacognitive reading strategy use by various variables. Relational screening model is used in the study. Participants are 342 Turkish language pre-service teachers studying in the Turkish Language Education Program of a university located in the Western part of Turkey. The “Metacognitive Reading Strategy Scale,” adapted to Turkish by Çöğmen and Saracaloğlu (2010), is used in the study. T-test analysis is used for the bivariate data and one-way analysis of variance is used for the data with more than three variables. The analyses demonstrate that there is no significant relationship between the class level (seniority) of pre-service teacher and their metacognitive reading strategies, that there is a significant difference between pre-service teachers gender and their learning and guessing strategies, and that there is a significant difference between their education types and guessing strategies. Preservice teachers report viewing themselves effective in imagining descriptions, re-reading texts when they have difficulty in understanding them, having an idea about the reading difficulty or ease of a text, activating their background knowledge about the subject to help their reading comprehension, and assessing texts while reading them.

Keywords: Metacognitive reading strategies, Turkish language pre-service teachers, reading.


How to Cite this Article?

APA 6th edition
KANA, F. (2015). A Multivariate Analysis of Pre-Service Teachers Use of Metacognitive Reading Strategies. International Journal of Research in Teacher Education, 6(3), 72-83.

Harvard
KANA, F. (2015). A Multivariate Analysis of Pre-Service Teachers Use of Metacognitive Reading Strategies. International Journal of Research in Teacher Education, 6(3), pp. 72-83.

Chicago 16th edition
KANA, Fatih (2015). " A Multivariate Analysis of Pre-Service Teachers Use of Metacognitive Reading Strategies". International Journal of Research in Teacher Education 6 (3):72-83.