Assessing students' metacognitive awareness of reading strategies.

TLDR

The instrument comprises three strategy subscales: Global Reading Strategies, Problem‑Solving Strategies, and Support Reading Strategies. The study develops and validates a self‑report inventory to assess readers’ metacognitive awareness and perceived use of reading strategies. The inventory was constructed and validated, with demonstrated reliability and factorial validity, and the authors provide instructions for administration, scoring, and result interpretation. The scale shows strong reliability and factorial validity, and its use has implications for reading research and instruction.

Abstract

This article describes the development and validation of a new self-report instrument, the Metacognitive Awareness of Reading Strategies Inventory, which is designed to assess adolescent and adult readers' metacognitive awareness and perceived use of reading strategies while reading academic or school-related materials. There were 3 strategy subscales or factors: Global Reading Strategies, Problem-Solving Strategies, and Support Reading Strategies. The reliability and factorial validity of the scale were demonstrated. After a brief review of the literature, the development and validation of the instrument are described, and its psychometric properties are discussed. In addition, directions for administering and scoring the instrument are provided, and suggestions for interpreting the results obtained are offered. Finally, the scales' implications for reading research and instruction are discussed.