What Strategies Do Less-Skilled Adult Readers Use to Read Words, and How Aware Are They of These Strategies?

McHardy, Janet Mary; Chapman, Elaine; O’Neill, Marnie

doi:10.1177/0741713620952348

Cited by 6 publications

(5 citation statements)

References 37 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The table also indicates that adult readers need to learn to use more metacognitive strategies. This is also agreed by McHardy, Chapman, & O'Neill (2020) whose studies concluded that adult learners lacked the use of metacognitive strategies. The findings in this study bear interesting implications for instructors of reading in general, and adult readers in particular.…”

Section: Summary Of Findings and Discussionsupporting

confidence: 57%

“…Some stem from text-specific characteristics, and some from perceived lack of vocabulary and grammar. As such, the study by McHardy et al (2020) concluded that there need to be studies to explore metacognitive awareness and strategy use in among adult learners. This study is therefore done to investigate adult learners' perception of reading strategies used.…”

Section: Statement Of Problemmentioning

confidence: 99%

See 1 more Smart Citation

Exploring the Balance of Using Dispositional and Situational Attribution in Reading

Rahmat¹,

Jincheng²,

Rahman³

et al. 2022

IJARBSS

View full text Add to dashboard Cite

The boom in education industry is further supported by the added convenience of distance and online learning has encouraged adult learners to pursue their studies. Reading is the most important skill for undergraduates in higher institutions. Reading skills are required to access knowledge for learning. Reading skills are needed to write assignments in higher institutions of learning. This study is therefore done to investigate adult learners' perception of reading strategies used. The use of strategies portrays the attribution portrayed by the learnersdispositional and situational attributions. This quantitative pilot study is done to investigate adult learners' perception on their use of reading comprehension strategies. 38 adult learners taking online undergraduate courses took part in this study. The instrument used is a survey with 5 Likert scales. The survey has 2 main sections; dispositional and situational attribution. A summary of findings revealed that the dispositional attribution that is evident during reading comprehension activity are the readers' perception of difficulties they encounter and also their perception of their use of metacognitive strategies. Next, for situational attribution, this study focused on the use of (a) cognitive and (b) social-affective reading strategies among academic readers. Findings in this study bear interesting implications in the teaching of academic reading for adult learners.

show abstract

Section: Summary Of Findings and Discussionsupporting

confidence: 57%

Section: Statement Of Problemmentioning

confidence: 99%

Exploring the Balance of Using Dispositional and Situational Attribution in Reading

Rahmat¹,

Jincheng²,

Rahman³

et al. 2022

IJARBSS

View full text Add to dashboard Cite

show abstract

“…Reading success is the competence in the process starting from recognizing the sounds and understanding the message given in the text. On the other hand, one reason why many students have difficulty in understanding what they read is the inadequacy of metacognitive strategies that support students' reading comprehension (McHardy, Chapman, & O'Neill, 2021;Mokhtari & Reichard, 2002).…”

Section: The Role Of Metacognitionmentioning

confidence: 99%

The Moderator Role of Gender and Socioeconomic Status in the Relationship Between Metacognitive Skills and Reading Scores

Koyuncu

Buluş

Fırat

2022

Participatory Educational Research

View full text Add to dashboard Cite

The aim of this study was to examine the moderator role of gender and socioeconomic status (SES) factors in the relationship between students' metacognitive skills and reading performance. The sample of the study was 6890 students in the age group of 15 years-old who participated in the Programme for International Student Assessment (PISA) in 2018 from Turkey. 3396 of the participants (49.30%) were female and 3494 (50.70%) of them were male. Of the participants, 2273 (32.99%) were classified as low, 2273 (32.99%) as medium and 2344 (34.02%) as high socioeconomic level. Moderator effects were tested with the multi-group structural equation modelling approach. Results revealed that SES and gender moderated the relationship between metacognitive skills and reading when controlling for other variables. Female students scored lower than male students in low and medium SES group, however they scored higher in the high SES group even after controlling for metacognitive skills, liking reading, and self-concept of perception of competence and difficulty. This means gender differences in reading scores were largely driven by SES. Therefore, the effect of these two factors should be taken into consideration while working on metacognition and reading. Moreover, it was advised to integrate training of metacognitive strategies in school curriculum and encourage reading engagement in order to reduce the effect of those factors.

show abstract

“…On the other hand, many students struggle to understand what they read (Knowles et al, 2021). An important reason for this difficulty is the inadequacy of students' metacognitive strategies for reading comprehension (McHardy et al, 2021;Mokhtari & Reichard, 2002).…”

Section: Introductionmentioning

confidence: 99%

Examining Metacognitive Strategy Preferences of Students at Different Reading Proficiency Levels

Fırat

Koyuncu

2023

IJPES

View full text Add to dashboard Cite

The purpose of this study was to evaluate the distribution of students with varying levels of reading competence according to their selection of metacognitive methods from the 2018 Programme for International Student Assessment (PISA) survey. The research group consisted of 6,890 pupils from the Republic of Turkey who participated in the PISA 2018 study. The data were analyzed using the multivariate exploratory technique of correspondence analysis. In comparison to developing readers, skilled readers favored the metacognitive processes of summarizing, understanding and remembering, and evaluating believability. Awareness of appropriate metacognitive reading strategies should be emphasized in order to increase the reading comprehension of developing readers.

show abstract

What Strategies Do Less-Skilled Adult Readers Use to Read Words, and How Aware Are They of These Strategies?

Cited by 6 publications

References 37 publications

Exploring the Balance of Using Dispositional and Situational Attribution in Reading

Exploring the Balance of Using Dispositional and Situational Attribution in Reading

The Moderator Role of Gender and Socioeconomic Status in the Relationship Between Metacognitive Skills and Reading Scores

Examining Metacognitive Strategy Preferences of Students at Different Reading Proficiency Levels

Contact Info

Product

Resources

About