Metacognitive Reading Strategies

The purpose of this research was to judge the influence of MRS education on reading ability of university level LCD students. How to raise awareness of the metacognitive reading strategy and how to use it in short, targeted guidance can have a significant impact on student's use of these strategies. Can the teacher truly change the reading comprehension of the student's academic text? The purpose of this study was to investigate whether students were able to successfully use MRS after clear MRS guidance and how much it affects reading comprehension.

In light of the important role of the metacognitive reading strategy in understanding suspicious eye reading, this research explores the relationship between the metacognitive reading strategy and the important reading ability, and the metacognitive recognition strategy It aims to observe with the same field of view. Critical reading concept. For this, it is necessary to mention critical thinking as well. Because, as mentioned above, critical reading is the root of critical thought.

This research is attempting to explore the relationship between the metacognitive perception of reading strategy (MARSI) and the important reading ability of Iranian students majoring in English translation and literature. Statistical results indicate that there is a significant correlation between the two variables of meta - cognitive consciousness and important reading ability of the reading strategy. Therefore, in this study, excellent students and poor students found that there is a big difference in the use of cognitive and meta-cognitive strategies. In other words, the more students understand his learning style, the better he learns the better learners. Therefore, supporting students to become more aware of their metacognitive reading strategies not only improves their critical reading skills, but also important in their general reading comprehension It plays a role.

This research attempts to explore the relationship between metacognitive perception of reading strategies and the ability to read critical students. With regard to research questions, they can read more critically when students show more consciousness about metacognitive strategies, so that they are more likely to score higher in the reading comprehension test I found out. Based on this, it can be concluded that there is a meaningful relationship between the metacognitive perception of student reading strategy and the execution of critical reading test. Therefore, a metacognition strategy may provide a missing link between cognitive processes and important reading comprehension. Meta-cognition refers to the fact that individuals understand and manage their own psychological processes (Brown, 2007).