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Analysis of Saudi college students' ...

Al-Melhi, Abdullah Mofareh.

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Analysis of Saudi college students' reported and actual reading strategies along with their metacognitive awareness as they read in English as a Foreign Language.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Analysis of Saudi college students' reported and actual reading strategies along with their metacognitive awareness as they read in English as a Foreign Language./
Author:	Al-Melhi, Abdullah Mofareh.
Description:	188 p.
Notes:	Major Adviser: Marilyn Wilson.
Contained By:	Dissertation Abstracts International60-07A.
Subject:	Education, Language and Literature. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9936521
ISBN:	0599375833

Analysis of Saudi college students' reported and actual reading strategies along with their metacognitive awareness as they read in English as a Foreign Language.
Al-Melhi, Abdullah Mofareh.

Analysis of Saudi college students' reported and actual reading strategies along with their metacognitive awareness as they read in English as a Foreign Language. - 188 p.

Major Adviser: Marilyn Wilson.

Thesis (Ph.D.)--Michigan State University, 1999.

This study examined the reported and actual reading strategies and the metacognitive awareness of a random sample of fourth-year Saudi college students as they read in English as a foreign language. It consisted of two parts: part one surveyed students' metacognitive awareness using Carrell's (1989) metacognitive awareness questionnaire. Students were given a thirty-six-item questionnaire to answer along with a reading proficiency test. Out of 90 participants, twenty students were chosen for the second part of the study; based on the results of the reading proficiency test, ten students who have achieved the highest scores and ten of those who have achieved the lowest scores were met individually for the think-aloud protocol session. In this part, participants were asked to read a selected passage and reflect on their reading/thinking process using the think-aloud protocol.

ISBN: 0599375833Subjects--Topical Terms:

1018115
Education, Language and Literature.

Analysis of Saudi college students' reported and actual reading strategies along with their metacognitive awareness as they read in English as a Foreign Language.
LDR:02624nam 2200301 a 45 001 931153
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020 $a 0599375833
035 $a (UnM)AAI9936521
035 $a AAI9936521
040 $a UnM $c UnM
100 1 $a Al-Melhi, Abdullah Mofareh. $3 1254697
245 1 0 $a Analysis of Saudi college students' reported and actual reading strategies along with their metacognitive awareness as they read in English as a Foreign Language.
300 $a 188 p.
500 $a Major Adviser: Marilyn Wilson.
500 $a Source: Dissertation Abstracts International, Volume: 60-07, Section: A, page: 2465.
502 $a Thesis (Ph.D.)--Michigan State University, 1999.
520 $a This study examined the reported and actual reading strategies and the metacognitive awareness of a random sample of fourth-year Saudi college students as they read in English as a foreign language. It consisted of two parts: part one surveyed students' metacognitive awareness using Carrell's (1989) metacognitive awareness questionnaire. Students were given a thirty-six-item questionnaire to answer along with a reading proficiency test. Out of 90 participants, twenty students were chosen for the second part of the study; based on the results of the reading proficiency test, ten students who have achieved the highest scores and ten of those who have achieved the lowest scores were met individually for the think-aloud protocol session. In this part, participants were asked to read a selected passage and reflect on their reading/thinking process using the think-aloud protocol.
520 $a Analyses of the subjects' actual readings suggest that they interacted with text as they applied mixture of global and local strategies in their reading. Their interactions seem to support Stanovich's (1980) assumption of an integrative compensatory model of reading as they appeared to rely on either their higher/lower information in their reading processes to compensate for possible weaknesses.
520 $a Furthermore, results of the study show, among other things, that some differences did exist between skilled and less-skilled readers in terms of their actual and reported reading strategies, their use of global and local strategies, their metacognitive awareness, their perception of a good reader, and their self-confidence as readers.
590 $a School code: 0128.
650 4 $a Education, Language and Literature. $3 1018115
650 4 $a Language, General. $3 1018089
690 $a 0279
690 $a 0679
710 2 0 $a Michigan State University. $3 676168
773 0 $t Dissertation Abstracts International $g 60-07A.
790 $a 0128
790 1 0 $a Wilson, Marilyn, $e advisor
791 $a Ph.D.
792 $a 1999
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9936521