Metacognition and Reading Comprehension: Strategy and Motivation Gender Differences

This study investigates gender differences in using metacognitive reading strategies and the motivation to read among a diverse cohort of college readers (n = 64) at an English-medium university in Lebanon. Results indicate significant gender effects in favor of female readers in using more support, global, and problem-solving reading strategies. Likewise, females achieved higher motivation scores on the motivation factor of reading as part of self, but differences in reading efficacy, reading for recognition, and reading to do well in other realms did not reach statistical significance. Pedagogical and research implications call for differentiated instruction and for further studies to examine the interplay between strategy use, reading motivation, and reading of various text types and for different purposes.