Promoting strategic readers: Insights of preservice teachers’ understanding of metacognitive reading strategies
Year: 2016
Type: article
Study design: Observational Study
Abstract: This study focuses on preservice teachers’ metacognitive reading strategies, in particular their awareness of such strategies as a reader and future teacher in three different stages (initial, middle, and final stages) of the teacher education program. The study had two research questions: (1) Are there any significant differences between metacognitive awareness and preservice teachers’ academic stages? and (2) What are preservice teachers’ perceptions of metacognitive awareness at the three different academic stages? One hundred sixteen preservice teachers participated in the study. Data included the Metacognitive Awareness of Reading Strategy Inventory (MARSI) and open-ended questions. While the results indicated no significant differences between preservice teachers’ stages and the scores in the MARSI, they indicated significant differences among the mean scores for the sub-scores in the MARSI. Preservice teachers also viewed themselves as high-achieving readers, used various metacognitive reading strategies, and understood the importance of teaching these strategies to children.
Author: Yuko Iwai
Institution: University of Wisconsin–La Crosse
Language: English
Subfield: Developmental and Educational Psychology
Field: Psychology
Domain: Social Sciences
SDG: Quality education
Open Access status: diamond
OpenAlex ID: W2338513341