摘要：The acquisition and development of reading skills are significant for academic achievement and daily interactions. The use of reading strategies are necessary to make sense of written texts during reading. These strategies are grouped into three categories as pre-reading, during reading and post-reading strategies. The aim of this study was to investigate the cognitive awareness levels of pre-service teachers regarding reading strategies in terms of gender, major, year of study, reading material preferences, number of books read annually, types of books read and materials researched. The study was designed as a survey which is a descriptive research method. The participants were 302 pre-service teachers attending various teacher education programs at a public university during the 2018–2019 academic year. The data were collected through the administration of the metacognitive awareness inventory of reading strategies developed by Karatay (2009). The data were analyzed through descriptive statistics, including frequency, mean, and percentage and multivariate analysis of variance (MANOVA). The findings suggest that the metacognitive awareness of the participants regarding reading strategies differed significantly based on gender, major, year of study and number of books read annually, but no significant variation was observed in terms of reading material preferences, book types and materials researched. Based on the findings suggestions were made.
其他摘要：Bireyin okuma becerisini kazanması ve geliştirmesi hem öğretim hem de sosyal hayatı boyunca oldukça önemlidir. Okurun yazarın ifadelerinden anlam üretebilmesi için süreç boyunca okuma stratejilerini kullanması gereklidir. Okuma stratejileri okuma öncesi,
