Using the SORS instrument to examine metacognitive awareness of reading strategies

This paper explores the SORS (Survey of Reading Strategies) instrument, a tool developed by Mokhtari and Sheorey (2002) to assess metacognitive awareness of reading strategies among learners of English as a second or foreign language. Adapted from the MARSI instrument, SORS categorizes strategies into three groups: global, problem-solving, and support strategies. The paper outlines the development and structure of SORS, emphasizing its role in helping educators evaluate students' strategic reading behaviors and get information on necessary instruction.
A review of previous studies using SORS reveals consistent findings: while learners often use problem-solving strategies frequently, their use of global and support strategies varies. Studies in Malaysia, China, Turkey, and the U.S. highlight the need for explicit strategy instruction to enhance comprehension, particularly among less proficient readers. Key findings stress the importance of teacher involvement in developing students’ metacognitive awareness and promoting the use of a broad range of reading strategies.
Ultimately, the paper supports the integration of SORS in educational settings to foster independent, reflective, and effective reading among English language learners. The findings suggest that raising awareness of strategy use can significantly impact academic success and long-term reading proficiency.