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AbstractThe main purpose of this study is to determine prospective teachers' metacognitive awareness levels of reading strategies. A quantitative surve method was used. Participants consisted of 150 prospective primary teachers and 150 prospective Turkish language teachers from Necmettin Erbakan University in Turkey. The data were collected through Metacognitive Awareness of Reading Strategies Inventory during the spring semester of the 2014–2015 academic year. Results show that prospectivedoi:10.18844/cjes.v13i1.3366 fatcat:656wuint5zcrfalj4lcayr7u2y