I have a purpose in mind when I read.
I take notes while reading to help me understand what I read.
I think about what I know to help me understand what I read.
I preview the text to see what it’s about before reading it.
When text becomes difficult, I read aloud to help me understand what I read.
I summarize what I read to reflect on important information in the text.
I think about whether the content of the text fits my reading purpose.
I read slowly but carefully to be sure I understand what I’m reading.
I discuss what I read with others to check my understanding.
I skim the text first by noting characteristics like length and organization.
I try to get back on track when I lose concentration.
I underline or circle information in the text to help me remember it.
I adjust my reading speed according to what I’m reading.
I decide what to read closely and what to ignore.
I use reference materials such as dictionaries to help me understand what I read.
When text becomes difficult, I pay closer attention to what I’m reading.
I use tables, figures, and pictures in text to increase my understanding.
I stop from time to time and think about what I’m reading.
I use context clues to help me better understand what I’m reading.
I paraphrase (restate ideas in my own words) to better understand what I read.
I try to picture or visualize information to help remember what I read.
I use typographical aids like bold face and italics to identify key information.
I critically analyze and evaluate the information presented in the text.
I go back and forth in the text to find relationships among ideas in it.
I check my understanding when I come across conflicting information.
I try to guess what the material is about when I read.
When text becomes difficult, I re-read to increase my understanding.
I ask myself questions I like to have answered in the text.
I check to see if my guesses about the text are right or wrong.
I try to guess the meaning of unknown words or phrases.

Metacognitive Awareness of Reading Strategies Inventory (MARSI; Mokhtari & Reichard, 2002)