Metacognitive awareness of reading strategies (Record no. 20283)

MARC details
000 -LEADER
fixed length control field 02203nam a2200205Ia 4500
005 - DATE AND TIME OF LATEST TRANSACTION
control field 20191211093153.0
008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION
fixed length control field 180910s9999 xx 000 0 und d
040 ## - CATALOGING SOURCE
Original cataloging agency LB-BrCRDP
100 1# - MAIN ENTRY--PERSONAL NAME
Personal name Taher, Sarah
Miscellaneous information Master Education
245 10 - TITLE STATEMENT
Title Metacognitive awareness of reading strategies
260 ## - PUBLICATION, DISTRIBUTION, ETC.
Place of publication, distribution, etc. Beirut
Name of publisher, distributor, etc. Lebanese American University. School of Arts and Sciences. Education Department
Date of publication, distribution, etc. 2010
300 ## - PHYSICAL DESCRIPTION
Extent 73 pages
500 ## - GENERAL NOTE
General note النوع : Mémoire
520 3# - SUMMARY, ETC.
Summary, etc. This study purported to investigate the relationship between the metacognitive awareness of strategy use within a sample of 115 non-native speakers of English and their reading comprehension ability. The results of the study indicated a negative correlation between the overall three strategy subscales (metacognitive, cognitive, and support strategies) of the inventory (the SORS) - that was used to measure metacognitive awareness of reading strategies- and reading comprehension ability. The relationship was found to lack statistical significance. There was also a negative correlation between two other subscales of the inventory (metacognitive strategies and support strategies) and reading comprehension ability. Yet, while no significance was reported in the correlation between the metacognitive strategies subscale and reading comprehension, a statistical significance of 0.0 19 was rep0l1ed for the correlation between the support strategies subscale and reading comprehension. Moreover, a positive correlation was evident between the cognitive strategies subscale and reading comprehension ability. Finally, there was no statistical significance between gender and metacognitive strategy use. Based on those findings, specific educational implications for the sample participants were proposed. It is recommended that further research concerning the issue of Lebanese non-native speakers of English and their strategy use should be conducted.
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element Enseignement des langues Méthodes d’enseignement
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element Teaching languages Teaching Methods
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element تعليم اللغات طرق التعليم
9 (RLIN) 150
856 ## - ELECTRONIC LOCATION AND ACCESS
Public note Shamaa
Uniform Resource Identifier <a href="http://search.shamaa.org/FullRecord?ID=66095">http://search.shamaa.org/FullRecord?ID=66095</a>
942 ## - ADDED ENTRY ELEMENTS (KOHA)
Koha item type بيانات الهيئة اللبنانية للعلوم التربوية
Source of classification or shelving scheme Dewey Decimal Classification

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