Abstract

The construct validity of the Meta-cognitive Awareness of Reading Strategy Inventory (MARSI; Mokhtari &
Reichard, 2002) was tested with 189 college students, and its convergent validity with reading comprehension
ability was investigated. Reading ability was assessed using self-report and standardized measures. Results
demonstrate weak construct validity of the MARSI, suggesting that the current form of the MARSI is not
appropriate for use with students who are very proficient in reading (i.e., grade level equivalents beyond 12th
grade). More theoretically-based quantitative and qualitative studies using the MARSI are warranted.

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