The Development of Metacognitive Reading Awareness Inventory  

Oleh:

Chen, Mariel Hope ; Gualberto, Paul Jerik ; Tameta, Cheyenne Led

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: TESOL Journal vol. 1 (Dec. 2009), page 43-57.
Fulltext: The Development.pdf (284.98KB)

Isi artikel

The present study was designed to explore the tertiary level students’ reading awareness. The development of a new self-report instrument, the Metacognitive Reading Awareness Inventory, intends to assess college students’ reading awareness in reading academic or school-related materials. There were five components or subscales of reading: Phonemic Awareness, Phonics, Reading Fluency, Vocabulary Development, and Reading Comprehension. A total of 300 participants were selected through random sampling. The reliability and factorial validity of the scale were demonstrated. The data analysis showed that the test has a Cronbach’s Alpha of .49. Confirmatory Factor Analysis was made use to test the validity of the scale. Results revealed that the five factors are under metacognitive reading awareness which proves that Phonemic Awareness, Phonics, Reading Fluency, Vocabulary Development, and Reading Comprehension, whether in higher or lower order thinking skills are part of the reading process which involve metacognition.

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