Bayat N., "Bilişüstü okuma stratejileri kullanım düzeyi ile yazılı anlatım becerisi arasındaki ilişkiler", NEWWSA, vol.6, pp.925-938, 2011
<p>In this study the relationship between the metacognitive reading strategies and writing skills of the students of the Department of Primary School Education (Primary School Education and Early Childhood Education) was investigated. Metacognitive strategies are mental procedures related to arranging and monitoring a task. A relationship between the level of the use of metacognitive pragmatic strategy use and writing skill was found whereas no relationship was found between the level of the use of metacognitive analytic strategies and writing skills. While no relationship was found between the level of metacognitive strategy use and gender, it was found that the students of Early Childhood Education used these strategies in a further level. Finally, there was no significant relationship between writing skills and personal characteristics of the participants. </p>