Abstract
EXAMINING GIFTED STUDENTS' METACOGNITIVE AWARENESS OF READING STRATEGIES BASED ON CERTAIN VARIABLES
In the present study, the gifted students' metacognitive awareness of reading strategies was addressed in the context of variables focused. Gifted students' high level of metacognitive awareness in reading is seen as an important factor in their success in reading and comprehension. Therefore, the aim of this study was to examine gifted students' metacognitive awareness of reading strategies based on certain variables. The participants of the study that was conducted in the survey model were 118 students studying in fifth, sixth, seventh and eight grades and attending Science and Art Centres in the Denizli province during the 2016-2017 school year. The “Reading Strategies Metacognitive Awareness Inventory" developed by Mokhtari and Reichard (2002) and adapted to Turkish by Öztürk (2012) was used as the data gathering instrument. The results showed that the students had a high level of metacognitive awareness in reading. In terms of gender, the students' awareness levels significantly differed in favour of the female students. For skill areas, those who were good at music had a higher level of metacognitive awareness in reading. Additionally, metacognitive awareness did not differ based on the type of program at the centres. Lastly, the students' awareness showed a difference in the context of grade levels.
Keywords
Reading, reading strategies, metacognitive awareness, gifted students.
