Cognitive Awareness
METACOGNITIVE AWARENESS IN READING AMONG HIGHER SECONDARY STUDENTS
Introduction:
Research on metacognition and reading demonstrates a strong relation between awareness and use of strategies and reading comprehension, the readers are more aware and more likely to engage in strategic reading. For the students of English as a second language, reading is the most crucial skill to master. Proficiency in reading is closely related to academic success, students’ success depends on learning to read with reading comprehension strategies and recognize the function and comprehend the meaning from context.
Review of Related Literature:
Myers and Paris (1978) asked children in the second and sixth grades a series of self-assessing questions concerning
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The result of the two tests were compared and analyzed. The findings were statistically analyzed through Statistical Package for Social Sciences (SPSS).
Sample of the Study Stratified Random Sampling technique was used for the selection of sample. Participants in the study were eighty students of Higher Secondary School, Coimbatore city. Students were selected from four zones of Coimbatore city. Sri Jayendra Saraswathy Maha Vidhyala Matriculation Higher Secondary School from East Zone, Chavara Vidya Bhavan Matriculation Higher Secondary School from West Zone, YWCA Matriculation Higher Secondary School from North Zone and G Ramasamy Naidu Matric Higher Secondary School from South Zone contributed sample of the study. The students were divided into control group and experimental group. The size of the sample is 80. From each school 20 students were selected in order to check the awareness about metacognitive
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Problem solving strategies are the actions and procedures that readers use while working directly with the text. Examples include adjusting one’s speed of reading when the material becomes difficult or easy, guessing the meaning of unknown words and rereading the text to improve comprehension (9 items). Support reading strategies are basic support mechanisms intended to aid the reader in comprehending the text, such as using dictionary, taking notes, underlining, or highlighting textual information (8
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