الوعي ما وراء المعرفي باستراتيجيات القراءة (MARS) وعلاقته بأنماط التعلم وفق نموذج فارك (VARK) لدى طالبات كلية التربية بجامعة الأزهر.

The study aimed to determine the level of relationship between awareness beyond cognition of reading strategies, as measured by the Kouider Mokhtari & Carla A. Reichard. (2002) scale, and the practice of these strategies (comprehensive reading strategies, supportive reading strategies, and problem-solving strategies). Additionally, the study explored the relationship between these strategies and learning styles according to the )VARK( model by (Neil Fleming, 1992) (visual, auditory, read/write, and kinesthetic) among female students in the third and fourth years of the Islamic Studies and Arabic Language Department at Cairo College of Education for Girls. The following results were obtained from applying the study’s tools to the sample: 1. Reading Strategies Awareness Ranking: o Supportive Reading Strategies ranked first in the scale of metacognitive awareness of reading strategies, followed by Problem-Solving Strategies, and then Comprehensive Reading Strategies. 2. There were no statistically significant differences between the average scores of third-year and fourth-year female students in the dimensions of Comprehensive Reading Strategies and Supportive Reading Strategies. 3. There were statistically significant differences between the average scores of third-year and fourth-year female students in the dimension of Problem-Solving Strategies, favoring third-year students. 4. Statistically significant differences were found between the average scores of third-year and fourth-year female students in the overall scale of metacognitive awareness of reading strategies, favoring third-year students. 5. There were statistically significant differences between the female students in the study sample in the Visual Style (V), favoring fourth-year students. Additionally, significant differences were found in the Reading/Writing Style (R/W), favoring third-year students. 6. There were no statistically significant differences between the female students in the study sample in the Auditory Style (A) and the Kinesthetic Style (K), indicating that individuals in the sample had similar levels of practice in these two styles. [ABSTRACT FROM AUTHOR]