Reading is a process affected by several individual andenvironmental factors (Akyol, 2010). Among these factors, individual’smotivations about reading and their metacognitive awareness of readingstrategies which was also proved for effectiveness on reading behaviorby several scientific research.Reading is a cognitive activity which requires making effort andalso includes making choices in its content (for example, should I readbook or watch television?); and motivation is critically important for thisactivity (Wigfield, Guthrie, Tonks and Perencevich, 2004). Motivation isfrequently used with “reading motivation” name to describe underlyingstrengths of reader behaviors in reading area (Unrau and Quirk, 2014).Guthrie and Wigfield (2000) defined reading motivation as purposes,values and beliefs of individuals about reading, reading process andreading purposes. Reading motivation has a great importance especiallyin basic education level. Primary school students go to school quietlyopen to learn. The most important point here is to maintain thecontinuity of reading and motivation that children have in the firstyears of school. Because the positive beliefs of students in the firstyears changes with time, they suspect with their abilities in all areasespecially in reading and lose their enthusiasm (Wigfield, 2004).Therefore, determining the factors affecting reading motivation isregarded as very important for teachers and researchers.Research on reading comprehension focus on reading motivationand metacognition in recent years (Öztürk, 2012). Metacognition isbasically expressed as monitoring and controlling cognitions or thinkingabout thinking (Akın and Çeçen, 2014; Başaran, 2013; Flavell, 1979).Reading should be concluded with comprehension to achieve its goaland this requires the efforts of individual. Therefore, reading strategiesand metacognition about these strategies are very important for readingactivity which is purposeful. Metacognitive awareness of readingstrategies is defined as being more careful while reading,comprehension of the text and having information about strategies usedto remember later (Kraayenoord and Schneider, 2003). Students canbetter comprehend the texts and make interpretations by using thesestrategies. Hence, reading would be easier and more efficient forstudents who use those strategies. Thus, considering the researchabout reading comprehension it can be said that motivation andmetacognition have an increasing effect on reading comprehension. Inthis manner, presenting the relationship between metacognitiveawareness of reading strategies and reading motivations of students isİlköğretim 4. Sınıf Öğrencilerinin Okuma Stratejileri Üstbilişsel Farkındalıkları… 805Turkish StudiesInternational Periodical For the Languages, Literature and History of Turkish or TurkicVolume 10/7 Spring 2015regarded as important. Based on this idea, this research aimed toinvestigate the relationship between metacognitive awareness of readingstrategies and reading motivation of fourth grade primary schoolstudents. Depending on this purpose, sub-purposes of research weredetermined as following: Determining the relationship between metacognitive awarenessof reading strategies and reading motivations of students. Determining predictive role of metacognitive awareness ofreading strategies on reading motivations.MethodThis study was designed as a relational survey method aiming toexplain the relationship between metacognitive awareness of readingstrategies and reading motivations of fourth grade primary schoolstudents The participants of the study were 331 4th grade elementarystudents in Sakarya Province, Turkey (age range 10–11). Howeverinconvenient data was removed and data from 314 students was usedfor analysis. 179 of participants were male and 135 were female.“Reading Motivation Scale” (RMS) developed by Aydemir ve Öztürk(2013) and “Metacognitive Awareness of Reading Strategies Inventory”(MARSI) developed by Mokhtari and Reichard (2002) and adopted intoTurkish by Öztürk (2012) were used for collecting data.Pearson product-moment correlation coefficient was used todetermine the relationships indicated as sub-purposes. “MultipleRegression Analysis (Enter Method)” was used to determine predictiverole of metacognitive awareness of reading strategies on readingmotivation. .05 level was considered as cut-off point for significance.FindingsIn the first stage of the research, relationship between readingmotivation and metacognitive awareness of reading strategies ofstudents was investigated. Analysis showed that reading motivation andsubdimensions of metacognitive awareness of reading strategies werefound to be related with each other. It was found a significant andpositive relationship at .01 level between reading motivation and globalreading strategies, problem solving strategies and support readingstrategies subdimensions. There was a medium-level positiverelationship between reading motivation and global reading strategies(r=.463, p<.01). Moreover, there was a stronger relationship betweenreading motivation and problem solving strategies (r=.552, p<.01) andsupport reading strategies (r=.538, p<.01) subdimensions.In the second stage, predictive role of metacognitive awareness ofreading strategies on reading motivation levels was examined. Resultsshowed that problem solving strategies and support reading strategiessubdimensions significantly predicted reading motivation (R=.575; R²=.331). Problem solving strategies and support reading strategiesexplained 33% variance of reading motivation. Standardized regressioncoefficients showed that the importance level of predictive variables onreading motivation were problem solving strategies (β=0, 337; t=4.301;p<.001) and support reading strategies (β=0, 265 t=2.833; p<.05).