Students’ attitudes to metacognitive strategies for learning how to read

This study set out to investigate the influence of the direct instruction of strategies on students’ attitudes toward learning reading. While all students in the 2nd semester were trained with the metacognitive strategies, only seventeen students participated in the study and the survey. The attitude survey was administered to the 17 students before the training to establish a baseline for student’s attitudes toward learning reading, as well as after the training to examine whether the strategies had an impact on students’ attitudes toward learning reading. The findings showed that most students had a more positive attitude concerning reading ability after they were trained with direct strategies. The results also revealed that the strategies made them better readers.