Relationship Between The Attitudes Of TurkishProspective Teachers On Reading Habits And Their Perceptions Of The Uses Of Metacognitive Reading Strategies

This study aims to establish the relationship between the attitudes of Turkish prospective teachers on reading habits and their perceptions of the uses of metacognitive reading strategies. Participants consist of 381 Turkish prospective teachers. Collected data is based on the “Behavioral Questionnaire on Reading Habits” and the “Metacognitive Reading Strategies Questionnaire”. All data has been subjected to Mann Whitney U test statistic, Kruskal Wallis test statistic and Spearman correlation analysis method. Both questionnaires reveal a meaningful difference according to gender whereas class gender poses no meaningful difference. It has been observed that there is a positive and meaningful relationship between the attitudes on reading habits and the perception of the uses of metacognitive reading strategies. A positive and meaningful relationship between attitude points on reading books, analytical strategies and pragmatic strategies is determined. According to that, as reading habits increase, scores of the perception on the uses of metacognitive reading strategies, analytical and pragmatic subdimensions increase too.