Abstract

Reading strategies are consciously controlled actions learners execute in order to aid comprehension. The effectiveness of strategies is increased with metacognitive awareness. Researchers have created instruments to raise metacognitive awareness targeted for native and highly proficient L2 readers. This article outlines the creation of a new survey, the Contextualized Inventory of Metacognitive Awareness for novice to low-intermediate L2 readers. Unlike other instruments, this survey contextualizes pre-, during-, and post-reading strategy deployment with the use of simplified, narrative reading passages. The survey was piloted at an Intensive English Program with 88 subjects. The overall readability of the survey had a Lexile score of 350L and a Coh-Metrix score of 35. The initial reliability of the survey was .69. Pedagogical uses and academic implications of the new survey are discussed.

Degree

MA

College and Department

Humanities; Linguistics and English Language

Rights

http://lib.byu.edu/about/copyright/

Date Submitted

2013-07-03

Document Type

Thesis

Handle

http://hdl.lib.byu.edu/1877/etd6405

Keywords

reading strategies, metacognition, metacognitive awareness, self-regulation, L2 reading, contextualization

Included in

Linguistics Commons

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