METACOGNITIVE READING STRATEGIES OF SENIOR HIGH SCHOOL STUDENTS

Metacognitive reading strategies are higher order executive skills that are essential for planning, for monitoring or evaluating the learners comprehension while reading. Thus, these strategies could somehow help in minimizing reading difficulties.
This present study described the extent use of the metacognitive strategies of one hundred thirty-five (135) Senior High School students, and if there's a significant difference in the use of metacognitive reading strategies among students.
A survey type questionnaire was used and it consisted of items adapted from an instrument called Online Survey of Reading Strategies (OSORS). The first section of analysis represents the descriptive statistics of the respondents in terms of the extent of metacognitive strategies and comprised of two subsections: the One-way ANOVA and two sample independent T-test. The second section deals with inferential statistics.
The students employed metacognitive reading strategies to a high extent. Different strands apply different level of extent on metacognitive reading strategies for the difference in their subjects and classes. Girls put a lot more emphasis in reading than of the boys.