Theoretical Framework

Awareness and use of MRS have positive and direct relationship with reading comprehension
performance; that is, students who use MRS perform better in reading proficiency tests or courses
(Ahmadi, Ismail & Abdullah, 2013; Al-Sobhani, 2013; Hong-Nam, 2014; Ismail & Tawalbeh, 2015;
Kummin & Rahman, 2010; Magogwe, 2013; Memis & Bozkurt, 2013; Tavakoli, 2014; Yuksel & Yuksel,
2012; Zhang & Seepho, 2013).

On the other hand, Pammu, Amir and Maasum (2014) discovered that MRS did not bring corresponding
improvements in the observed reading performance.

RRL

For students to adequately comprehend text, they will need an awareness of print, which can be
obtained through multiple channels to facilitate word recognition.

Carlisle and Rice (as cited in Boulware-Gooden, et al. 2007) found that the lack of phonological
sensitivity did delay reading; however, different factors came into play as students developed through
the various levels of reading comprehension.

Pressley et al. (as cited in Boulware-Gooden, et al. 2007) found that students’ comprehension was not
increased by just reading a lot of text.

One of the types of text to read is expository text. On the other hand, most novice educators neglect
using expository texts in their teaching whereas, perhaps, overemphasizing narrative texts (Duke, 2000).

Neglecting expository text within the primary grades could also be a serious cause to the prevailing
decline in reading achievement (Chall, Jacobs, & Baldwin, 1990; Chall & Snow, 1988).

Meanwhile, one way to understand text is metacognition. Metacognition is thought of as the ’seventh
sense’ and one among the mental characteristics that successful learners use, according to Biriandi (as
cited in Boulware-Gooden et al. 2007).

It includes thinking about strategies that help students in understanding their schema with new
information and to code them in their memories (Batang, 2015).