Metacognitive Strategies in Reading Comprehension of Education Majors

Test results after educational reforms in Russia are served to measure schools’ and teachers’ efficiency. In terms of preparing students for testing, teachers focus more on drilling students on the right answers rather than working on the content. This study looks at how well students majoring in education were able to spontaneously use metacognitive strategies for reading comprehension. The results of the experiment show that only 7% education majors sought to establish logical connections between the text fragments in multiple-choice assessment. These data are compared with the data, received in 1990-s.