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.
College and Department
Humanities; Linguistics and English Language
BYU ScholarsArchive Citation
Pratt, Deborah L., "Sparking Metacognition: Contextualizing Reading Strategies for Low-Proficient ESL Readers" (2013). Theses and Dissertations. 4165.
reading strategies, metacognition, metacognitive awareness, self-regulation, L2 reading, contextualization