Abstract:
This study attempted to verify a metacognition model of an efficient successful science reader and to investigate the validity and reliability of the objective assessment instrument of students’ metacognitive knowledge about science reading, science text, and text reading strategies. The instrument was given to 503 sixth-grade students from two educational directorates in Jordan. Structural equation modeling techniques was applied to verify the goodness of fit of the model. Repeated measures analysis of variance was applied to the assessment instrument to test and verify its construct validity. Cronbach alpha (a) and test-retest were used to estimate the reliability of the instrument. Results revealed that: 1) The model was a good fit of the Jordanian data; 2) Declarative, procedural, and conditional knowledge were not hierarchical; and 3) Good readers outperformed their poor readers’ counterparts in metacognitive knowledge. The results of this study revealed that this instrument is suitable for exploring sixth-grade students’ metacognitive knowledge.
