Abstract:

In this study, it is aimed to determine the use of metacognitive reading strategies in eighth grade students. The study group consisted of 20 eighth grade students who were educated at from General Refet Bele Secondary School in the province of Kartal, İstanbul. In the study, interview method was used to determine the students' metacognitive reading awareness. The interview form, which consists of 12 items, consists of the questions about determining the metacognitive reading awareness of the students before, during and after reading. In the data obtained from these questions, content analysis was performed. For the content analysis, 3 main categories and 33 code (strategy) lists were determined by using the sources in the literature. As a result of the research; It was determined that the students in the study group used metacognitive strategies before, during and after reading (f = 181). However, when the total is examined (f = 660), it can be said that the frequency of these strategies is low. According to the study, it was determined that the study group used the most metacognitive strategies after reading (f = 72). Then, pre-reading (f = 60) and reading order (f = 48) metacognitive strategies respectively. Depending on the results of the research, it may be stated that the studies that will employ the reading order metacognitive strategies should be given priority.

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