Bibliographic Details
| Title: |
Reading comprehension: The mediating role of metacognitive strategies. |
| Authors: |
Ghaith, Ghazi1 gghaith@aub.edu.lb, El-Sanyoura, Hind2 hme38@mail.aub.edu |
| Source: |
Reading in a Foreign Language. Apr2019, Vol. 31 Issue 1, p19-43. 25p. |
| Subject Terms: |
*Reading comprehension, *English as a foreign language, *Public schools |
| Abstract: |
This study investigated the reported use of metacognitive reading strategies and their interplay with the reading comprehension of 119 tenth grade learners of English as a foreign language (EFL) enrolled in five randomly-selected public schools in South Lebanon. In addition, the study examined the relative role of the global, problem-solving, and support strategies in predicting learners' literal and higher-order reading comprehension. The study findings indicate that the participants reported high use of the problem-solving and a moderate use of the global and support strategies. In addition, problem-solving strategies positively correlated with and predicted literal as a well as higher-order comprehension. Pedagogical implications and suggestions for further research are discussed. [ABSTRACT FROM AUTHOR] |
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| Database: |
Education Research Complete |
