This study identified the reading comprehension levels and metacognitive strategies of Grade 10 students, and deduced the implications to the teaching of reading in the Senior High School.
Employing the descriptive research design, this study involved 246 Grade 10 students from the Schools Division of The City of Batac who answered through online the 30-item reading comprehension test and the survey questionnaire of metacognitive strategies to gather the data needed. The sample of the study was determined using proportional sampling technique.
Findings show that respondents’ reading comprehension falls under frustration level in all the nine macro skills. Among the metacognitive strategies, the three most applied when students experienced reading comprehension difficulties are:
1. I read slowly but carefully to be sure I understand what I am reading;
2. I try to understand one paragraph before proceeding to the next one; and
3. When a reading text becomes difficult, I pay closer attention to what I am reading.
The findings on the Grade 10 students reading comprehension level and metacognitive strategies brought about implications to the teaching of reading in the senior high school.
Keywords: Reading comprehension, metacognitive strategies, PISA, teaching reading senior high school
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