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初中生英语元认知阅读策略和阅读成绩相关性研究.docx

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初中生英语元认知阅读策略和阅读成绩相关性研究 Title:TheCorrelationbetweenMetacognitiveReadingStrategiesandReadingAchievementinJuniorHighSchoolStudents Abstract Thisresearchpaperexploresthecorrelationbetweenmetacognitivereadingstrategiesandreadingachievementinjuniorhighschoolstudents.Metacognitivereadingstrategiesinvolvetheabilitytothinkabout,understand,andregulateone'sownreadingprocesses.Thepurposeofthisstudyistodeterminewhethertheuseofmetacognitivereadingstrategieshasapositiveimpactonreadingachievement.Thestudyutilizedbothqualitativeandquantitativeresearchmethods,includinginterviewsandtests.Thefindingsindicateasignificantcorrelationbetweentheuseofmetacognitivereadingstrategiesandhigherreadingachievement.Thepaperconcludeswithsuggestionsforeducatorstopromotethedevelopmentofmetacognitivereadingstrategiesamongjuniorhighschoolstudents. Introduction Readingisafundamentalskillthatiscrucialforacademicsuccessandpersonalgrowth.However,notallstudentsachievethesamelevelofreadingproficiency.Itisessentialtounderstandthefactorsthatinfluencereadingachievement,especiallyamongjuniorhighschoolstudents.Onepotentialareaoffocusistheuseofmetacognitivereadingstrategies.Metacognitionreferstotheknowledgeandcontrolthatindividualshaveovertheirowncognitiveprocesses.Metacognitivereadingstrategiesinvolvethinkingaboutandreflectinguponthereadingprocess,aswellasmonitoringandregulatingreadingcomprehension.Thisresearchpaperaimstoinvestigatethecorrelationbetweenmetacognitivereadingstrategiesandreadingachievementinjuniorhighschoolstudents. LiteratureReview Priorresearchhasshownthatmetacognitivereadingstrategiesplayasignificantroleinreadingcomprehensionandachievement.Studentswhoactivelyengageinmetacognitiveprocessesaremorelikelytounderstandandrememberwhattheyhaveread.Thesestrategiesincludesettinggoals,monitoringcomprehension,identifyingandcorrectingmisunderstandings,andevaluatingone'sownreadingsuccess.Researchershavealsofoundthatstudentswithhigherlevelsofmetacognitiveawarenesstendtobemoreindependentreaders,capableofself-guide