A Comparison of Perceived Use of the Metacognitive Reading Strategies by Iranian Master of Science Students for Hypertext and Printed Academic Materials

Abstract

Abstract-This study aims at finding out whether there are any significant differences between perceived use of the metacognitive reading strategies by Iranian Master of Science (MSc) students for hypertext and printed academic materials. To this end, fifty four students in total were randomly selected from MSc students of Gonabad University of Medical Sciences in Iran. Having received the research instruments, the subjects completed the demographic information sheet and two other questionnaires, i.e., the survey of reading strategies (SORS) and the online survey of reading strategies (OSORS). The researchers then used the SPSS software for data analysis. The results showed that research subjects reported a moderate perceived use of metacognitive reading strategies while reading academic hypertext and printed materials.Index Terms-metacognitive reading strategies, hypertext and printed academic materials, master of science students

Measuring Moroccan English Department University Students’ (Meta) Cognitive Awareness and Usage of Reading Strategies

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Las posibilidades educativas del paradigma hipertextual: modelos y resultados de investigación

“…Desde la perspectiva de una nueva cultura textual necesaria para los lectores que tienen que hacer frente a los diferentes problemas y dificultades que surgen del entorno de la lectura hipertextual (Vörös et al, 2011;Walhout et al, 2015;Evans y Po, 2007;Ostovar-Namaghi y Noghabi, 2014), será necesario incorporar nuevas habilidades y competencias que es posible asociar a cinco campos: (a) la identificación de problemas y preguntas, (b) la localización de información de múltiples recursos en línea, (c) la evaluación crítica de la información en línea, (d) la síntesis de la información en línea, (e) la comunicación y el intercambio de información en línea (Salmerón et al, 2005).…”

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