Metacognitive Awarness In Reading
THE HALLMARK OF A LITERATE PERSON IS the ability to read fluently and efficiently. It is important for students at all levels of education to read with appropriate speed and comprehension. Krashen (1993) suggested that for non-native speakers, reading in the target language “ is a powerful means of developing literacy, of developing reading comprehension ability, writing style, vocabulary, grammar and spelling” (p.22). For accessing new information, the ability to read in English, especially informational texts has become a pre requisite for students.
Unfortunately, the important problem faced by our students in colleges is that while they can read, they often have difficulty in comprehending what they read. The students find it difficult to understand the main idea of the text, make simple influences or evaluate the information. They can read but they cannot understand what they read. Hence, many students need remediation in reading. It is also necessary to understand the underlying causes for various difficulties faced by students
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(eg., Baker & Brown, 1984; Block, 1992; Carrell, 1998; Garner, 1987; Paris & Jacobs, 1984; Sheorey,2006; Sheorey & Mokhtari,2001). Reza Aghaie and Lawrence Jun Zhang explored the effect of explicit teaching of reading strategies on English as a foreign language (EFL) students’ reading performance in Iran. Their results showed that reading strategy instruction contributed to the autonomous reading behaviors. Per Urlaub investigated the effect of reading comprehension strategy of generating questions on literary reading development in 1.2. The result suggested improvement in learners’ ability to critically read literary texts in the second language. The research literature indicates the need to understand , metacognitive knowledge and reading strategies in order to develop our students into active, constructively responsive
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