The Relationship Between Critical Reading and Cognitive Awareness of Reading Strategies: A Canonical Correlation Analysis

Abstract

This study aims to examine the relationship between critical reading and cognitive awareness of reading strategies based on data collected from secondary school students. Correlational research model, one of the quantitative research models, was used in the study. The research was conducted with 1026 secondary school students who were determined by simple random sampling from public schools in Hatay province. The research data were collected using Critical Reading Scale, Reading Strategies Cognitive Awareness Scale and Student Information Form. These data were analyzed using descriptive statistical analysis, Pearson correlation analysis and canonical correlation analysis. As a result of the research, it was determined that the students' critical reading was at a moderate level, their cognitive awareness of reading strategies was at a high level, and there was a strong positive relationship between the levels of critical reading and cognitive awareness of reading strategies. According to the canonical correlation analysis, 62% variance was shared between critical reading and cognitive awareness of reading strategies. Additionally, a significant and positive relationship was determined between topic, text, writer and reader, which are the sub-dimensions of critical reading, and planning, editing and evaluating, which are the sub-dimensions of cognitive awareness of reading strategies.