Abstract:

Abstract The purpose of this study was to evaluate the distribution of students with varying levels of reading competence according to their selection of metacognitive methods from the 2018 Programme for International Student Assessment (PISA) survey. The research group consisted of 6,890 pupils from the Republic of Turkey who participated in the PISA 2018 study. The data were analyzed using the multivariate exploratory technique of correspondence analysis. In comparison to developing readers, skilled readers favored the metacognitive processes of summarizing, understanding and remembering, and evaluating believability. Awareness of appropriate metacognitive reading strategies should be emphasized in order to increase the reading comprehension of developing readers.

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