The Need for Focused Literacy Training in the Medical School Curriculum: A Cross-Sectional Study of Undergraduate Students
Table 2
Results of the revised Metacognitive Awareness of Reading Strategies Inventory (MARSI) Version 1.0. [10, 15].
Statement number
Mean score (SD)
Component 1 Global Reading Strategies
Component 2 Problem-Solving Strategies
Component 3 Support Reading Strategies
(1) I have a purpose in mind when I read
3.76 (0.95)
(2) I take notes while reading to help me understand what I read
2.80 (1.30)
(3) I think about what I know to help me understand what I read
3.75 (0.92)
0.44
(4) I take an overall view of the text to see what it is about before reading it
3.01 (1.26)
0.03
(5) When text becomes difficult, I read aloud to help me understand what I read
2.58 (1.32)
(6) I summarize what I read to reflect on important information in the text
2.92 (0.97)
(7) I think about whether the content of the text fits my reading purpose
3.56 (1.06)
0.46
0.38
(8) I read slowly but carefully to be sure I understand what I’m reading
3.52 (0.90)
(9) I discuss what I read with others to check my understanding
2.81 (0.97)
(10) I review the text first by noting characteristics like length and organization
3.26 (1.24)
(11) I try to get back on track when I lose concentration
4.12 (0.79)
(12) I underline or circle information in the text to help me remember it
3.20 (1.51)
(13) I adjust my reading speed according to what I’m reading
4.22 (0.88)
(14) I decide what to read closely and what to ignore
3.52 (0.98)
(15) I use reference materials such as dictionaries to help me understand what I read
2.75 (1.08)
(16) When text becomes difficult, I pay closer attention to what I’m reading
3.98 (0.94)
(17) I use tables, figures, and pictures in text to increase my understanding
4.24 (0.90)
(18) I stop from time to time and think about what I’m reading
3.40 (1.07)
(19) I use context clues to help me better understand what I’m reading
3.15 (0.99)
(20) I paraphrase (restate ideas in my own words) to better understand what I read
3.18 (1.03)
(21) I try to picture or visualize information to help remember what I read
3.69 (1.05)
(22) I use typographical aids like bold face and italics to identify key information
2.94 (1.29)
(23) I critically analyze and evaluate the information presented in the text
2.75 (1.03)
(24) I go back and forth in the text to find relationships among ideas in it
2.93 (1.08)
(25) I check my understanding when I come across conflicting information
3.80 (0.96)
(26) I try to guess what the material is about when I read
2.69 (1.16)
(27) When text becomes difficult, I re-read to increase my understanding
3.95 (0.94)
(28) I ask myself questions I like to have answered in the text
2.40 (1.18)
(29) I check to see if my guesses about the text are right or wrong
2.36 (1.13)
(30) I try to guess the meaning of unknown words or phrases
3.23 (1.09)
(31) When reading, I translate from English into my first language
2.40 (1.27)
(32) When reading, I think about information in both English and my first language
3.48 (1.22)
Overall strategy
3.25 (0.43)
Global Reading Strategies (GRS)
3.29 (0.58)
Problem-Solving Strategies (PSS)
3.76 (0.51)
Support Reading Strategies (SRS)
2.85 (0.50)
Means and SDs are calculated from available data. The numbers in the three right columns displaying components (reading strategies) are varimax rotated factor loadings except for the bottom three lines, which display the component transformation matrix from the varimax rotated solution. The bold face of the cells represents under which component (reading strategy) the individual statement loaded most strongly in the original publication by Mokhtari and Reichard 2002.
