Metacognitive reading strategies and learning styles of secondary school 7th grade students

The aim of this study is to determine whether the metacognitive reading strategies used by secondary school 7th grade students show a significant difference according to the learning styles of the students. The study was carried out with a descriptive method and a relational survey model was used. According to the research results; students frequently use metacognitive reading strategies. It was determined that there was no significant difference in terms of gender variable on students' use of metacognitive reading strategies. Considering the significant difference between the levels of using metacognitive reading strategies and learning styles of secondary school 7th grade students, a significant difference was found for analytical and pragmatic levels.