Investigation of the relationship between secondary school students' critical reading skills and metacognitive awareness inventory of reading strategies levels

This research, which aims to examine the relationship between secondary school students' critical reading skills and their metacognitive awareness inventory of reading strategies, was conducted with relational screening method that is one of from quantitative research models.Within the scope of the sub-problems in the research, it was additionally examined whether critical reading and metacognitive awareness of reading strategies were found to differ according to the variables of gender, class, parental education level, having a library at home, pre-school education and frequency of reading books. The research was implemented with 1026 students studying in public secondary schools in Hatay province, who were determined through simple, random sampling. The research data were collected with Critical Reading Inventory, metacognitive awareness inventory of Reading Strategies and Student Information Form. The obtained data were analyzed with the SPSS program. As a consequence of the research, statistically significant findings were revealed between students' critical reading and reading strategies cognitive awareness levels and the variables of gender, class, parent's education level, having a library at home and frequency of reading books. It was determined that students' father education level did not affect critical reading and reading strategies cognitive awareness. It has been observed that the status of receiving preschool education affects only reading strategies and cognitive awareness. A strong positive correlation coefficient was detected between critical reading and metacognitive awareness level of reading strategies.It was reached a conclusion that metacognitive Awareness of Reading Strategies, from the point of critical reading, are a strong predictor.