Bilingual readers’ metacognitive strategies as predictors of reading comprehension

• Main Author: Estacio, Ma. Joahna Mante
• Format: text
• Published: Animo Repository 2013
• Subjects: Metacognition; Reading comprehension; Language and Literacy Education
• Online Access: https://animorepository.dlsu.edu.ph/faculty_research/4974
• Institution: De La Salle University

Mokhtari and Reichard's (2002) Metacognitive Awareness Reading Strategies Inventory (MARSI) was administered to the 30 participants to assess their metacognitive awareness and perceived used of reading strategies. Furthermore, two types of reading comprehension tests (multiple choice and unaided written recall) based on four reading materials (two narratives and two expository) have been used to gather data. Results reveal that the participants use the three major types of metacognitive reading strategies. However, results have not been conclusive as to which strategy affects reading comprehension more because there was no single predictor of the reading tests scores. Nonetheless, the results of the study validated the relationship between bilinguals' use of metacognitive reading strategies and their reading comprehension.