1. Asiye YALÇINER Pınar METE

2. What is reading? is a rapid and automatic process,because various bits of information need to be processed cognitively at the same time. (Grabe, 2002; Johnson, 2008) is an interactive process in a way that it requires the reader to perform several simultaneous tasks. (Celce- Murcia&Olstain,2000).

3. is a purposeful skill, for as the purpose for reading changes; the reader’s focus changes as well.(Moreillon,2007) is strategic and flexible in a way that a reader can assess his achievement of his main purpose in reading. (Grabe,2002; Moreillon,2007). is a linguistic process, because one cannot derive meaning from a text unless he can interact with text via linguistic processing.

4. the aim of reading lessons is… to help the students be better at comprehending a text (Yurdaışık, 2007)  If so, how can we help them ???  Making them strategy users  Making them autonomous

5. Learning strategies Learning strategies are specific actions taken by the learner to make learning easier, faster, more enjoyable, more self-directed, more effective, more transferable to new situations.

6. Reading strategies an action or series of actions employed in order to construct meaning ( Garner, 1987) mental operations involved when readers puposefully approach a text to make sense of what they read (Barnett)

7. Types of Reading strategies  Cognitive strategies  Metacognitive strategies  Social-affective strategies

8. Cognitive strategies The common function of cognitive strategies is manipulation or transformation of the target language by the learner.(Rigney 1978 and Dansereau 1985) These strategies serve to support the learners as they develop internal procedures that enable them to perform tasks that are complex.(Rosenshine,1997)

9. Cognitive strategies include; Note taking Summarizing Paraphrasing Predicting Analyzing Visualizing Making associations Questioning

10. Metacognitive strategies Allow learners to control their own cognition-that is, to coordinate the learning process by using functions such as centering arranging planning evaluating (Rebecca L.Oxford 1990)

11. Metacognitive strategies include; checking the outcome of any attempt to solve a problem planning one’s next move monitoring the effectiveness of any attempted action testing, revising, and evaluating one’s strategies for learning

12. Social Strategies Social strategies help students learn through interaction with others They include asking questions cooperating with others empathizing with others

13. Affective Strategies affective strategies help to regulate emotions, motivations, and attitudes They include; lowering your anxiety encouraging yourself taking your emotional temperature

14. Research Questions 1. To what extent do teachers follow reading strategies in reading lessons? 2. Which strategies are commonly used? 3. Which strategies are rarely used? 4. Do the strategies teachers follow change according to their teaching experience, gender, and major?

15. RQ1: To what extent do teachers follow reading strategies in reading lessons? Metacognitive strategies 3,453287 Social &Affective strategies 3,566176 Cognitive strategies 3,835125

16. RQ2: Which strategies are commonly used? I ask comprehension questions about the text.(cognitive) I ask students warm up questions related to the text before reading (cognitive). I ask students to look at illustrations/pictures and try to guess how they relate to the text.(cognitive) I ask students to read the titles and predict what the text is about.(cognitive) I ask students to comment on the text.(cognitive)

17. RQ3:Which strategies are rarely used? I ask the students to evaluate the quality of the text (metacognitive). I ask the students to select what they want to read (social affective). I ask the students to compare information from one text with that of another (metacognitive). I ask the students to think how to use a text in the future (metacognitive). I tell the students to skip unknown words (cognitive).

18. Reading strategies(gender) cognitivemetacognitivesocial affective male 185 / 9 = 20.575 / 9 = 8.316 / 9 = 0.9 female 544 / 25 = 21.7215 / 25 = 8.658 / 25 = 1.1

19. Reading strategies (experience) cognitivemetacognitiveSocial affective Experienced 263 /13= 20.2106 / 13= 8.129 / 13 = 2.2 Inexperienced 466/ 17= 27.4184/ 17= 10.845 /17 = 2.6

20. Reading strategies (major) cognitivemetacognitiveSocial affective ELT309 /12 = 25.7128 / 12 = 10.627 / 12 = 2.2 NON ELT420 / 18 = 23.3162 / 18 = 947 / 18 = 2.6

21. Discussion Teachers seem to lack knowledge as to the constructive role of metacognitive and social-affective strategies in teaching reading and how they can be integrated into their reading courses. The reasons for this: The level of our students Students lack knowledge of their own cognitive process, which could lead to successful use of metacognitive strategies. The concept of metacognition in education has been somewhat delayed.

22. Conclusion Studies show that the use of reading strategies results in improved comprehension and greater self- confidence, so as language teachers we should integrate these strategies into our reading classes.