Reading comprehension: The mediating role of metacognitive strategies.
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| Title: | Reading comprehension: The mediating role of metacognitive strategies. |
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| 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] |
| Copyright of Reading in a Foreign Language is the property of Reading in a Foreign Language and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 136759309 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Reading comprehension: The mediating role of metacognitive strategies. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Ghaith%2C+Ghazi%22">Ghaith, Ghazi</searchLink><relatesTo>1</relatesTo><i> gghaith@aub.edu.lb</i><br /><searchLink fieldCode="AR" term="%22El-Sanyoura%2C+Hind%22">El-Sanyoura, Hind</searchLink><relatesTo>2</relatesTo><i> hme38@mail.aub.edu</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Reading+in+a+Foreign+Language%22">Reading in a Foreign Language</searchLink>. Apr2019, Vol. 31 Issue 1, p19-43. 25p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Reading+comprehension%22">Reading comprehension</searchLink><br />*<searchLink fieldCode="DE" term="%22English+as+a+foreign+language%22">English as a foreign language</searchLink><br />*<searchLink fieldCode="DE" term="%22Public+schools%22">Public schools</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: 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] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Reading in a Foreign Language is the property of Reading in a Foreign Language and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=136759309 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.64152/10125/66748 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 25 StartPage: 19 Subjects: – SubjectFull: Reading comprehension Type: general – SubjectFull: English as a foreign language Type: general – SubjectFull: Public schools Type: general Titles: – TitleFull: Reading comprehension: The mediating role of metacognitive strategies. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Ghaith, Ghazi – PersonEntity: Name: NameFull: El-Sanyoura, Hind IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 04 Text: Apr2019 Type: published Y: 2019 Identifiers: – Type: issn-print Value: 02642425 Numbering: – Type: volume Value: 31 – Type: issue Value: 1 Titles: – TitleFull: Reading in a Foreign Language Type: main |
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