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Paris, S. G., Carpenter, R. D., Paris, A. H., & Hamilton, E. E. (2005). Spurious and Genuine Correlates of Children’s Reading Comprehension. In S. G. Paris, & S. A. Stahl (Eds.), Children’s Reading Comprehension and Assessment (pp. 131-160). Mahwah, NJ: Lawrence Erlbaum Associates Publishers.

has been cited by the following article:

• TITLE: The Relationship between Metacognitive Reading Strategies Use and Reading Comprehension Achievement of EFL Learners

  AUTHORS: Mina Rastegar, Ehsan Mehrabi Kermani, Massoud Khabir

  KEYWORDS: Metacognitive Reading Strategies Use, Reading Comprehension Achievement EFL Students

  JOURNAL NAME: Open Journal of Modern Linguistics, Vol.7 No.2, April 18, 2017

  ABSTRACT: The purpose of the present study was to explore the relationship between EFL learners’ metacognitive reading strategies use and their reading comprehension achievement. To fulfill this objective, 120 Iranian EFL students studying at Shahid Bahonar University of Kerman and Valiasr University of Rafsanjan took part in this study. The participants were selected from among senior BA students majoring in English Literature and English Translation. In order to obtain the required data, two instruments were utilized: survey of reading strategies by Mokhtari and Sheorey (2002) and a TOEFL reading comprehension test chosen from the materials officially printed by Educational Testing Service (2003). After collecting the required data, the statistical procedures were done using SPSS version 18. The findings of this study revealed that there was a significant positive relationship between the use of overall metacognitive reading strategies by the participants and their reading comprehension achievement.