earticle

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This paper aims at exploring the differences of metacognitive awareness of reading strategy use among gifted learners in science, mathematics, and general middle school learners while reading English textbooks. In order to do so, 94 gifted leaners in science and mathematics, 90 middle school students in A city participated in this study. At the end of the semester, the participants were asked to read the English materials for 30 minutes. The MARSI questionnaire were administered to check the metacognitive awareness of reading strategy they used while reading the materials. One-way ANOVA was employed to analyze the data. The study found that gifted learners in science and in mathematics had tendency to use more metacognitive awareness of reading strategy than general middle school students while reading the English texts. Also, the gifted learners are more likely to employ sub-categories of metacognitive awareness of reading strategy such as global, problem-solving, and supporting strategies than general ones. Lastly, it was found that there were no statistically significant differences of metacognitive awareneess of reading strategy use between the gifted learners in science and ones in mathematics. This study suggests educational implications on the effective instruction of metacognitive awareness of reading strategy for English reading.