Metacognitive reading strategies and its relationship with Filipino high school students’ reading proficiency: insights from the PISA 2018 data

Abstract

Learners’ metacognitive reading strategies support their attempts to draw meaning from texts and to overcome comprehension difficulties. For second language readers, such strategies may compensate for lack of language proficiency while reading. Taking a sample from a country that ranked last in the PISA 2018 reading assessment, this study aims to investigate potential discrepancies in how students evaluate the usefulness of specific reading strategies and how these conceptions are associated with related to the students’ reading proficiency. We explored the association between metacognitive reading strategies with reading proficiency by analysing data from a nationally representative sample of 15-year-old students who participated in the PISA 2018 (N = 6591). Awareness of different reading strategies was compared using repeated measures ANOVA; relationships with reading proficiency were examined using regression analysis. Self-reports on metacognitive reading strategies accounted for a significant portion of the variation in Filipino students’ English reading proficiency, after controlling for SES, sex, and number of books at home. The reading strategies perceived as most useful were not the most strongly associated with reading proficiency, suggesting that students may not be aware of which reading strategies are helpful in learning to read in English. The results indicate variations in the students’ awareness of which strategies aid in their reading comprehension and point to the need to better understand how effective reading strategy instruction is taught to and is engaged by Filipino students in their reading classes.

The influence of age at first regular digital device access on digital reading performance: the mediating effect of cognitive flexibility

“…In addition, those early digital device users got in touch with the complicated virtual world earlier. Therefore, an early age at first regular digital device access offered children more opportunities not only to exercise their multitasking abilities but also to witness and cope with complex real-life problems, which in turn shaped children into more flexible thinkers and readers in the long run (Martín et al, 2018;Bernardo & Mante-Estacio, 2023). The current study extended this positive relationship formerly discovered in the print reading context to the digital reading scenarios (Colé et al, 2014;Hu, 2017;Ruffini et al, 2023).…”

“…PISA 2018 featured the latest reading-themed PISA cycle and assessed 15-year-old students' digital reading performance, with its background questionnaire embodying our focused topic of the age at first digital devices and cognitive flexibility. PISA 2018 has been frequently drawn as the data source for discovering factors influencing digital reading performance (e.g., Bernardo & Mante-Estacio, 2023;Hu & Wang, 2022;Yeung et al, 2022), and would provide robust data to reach solid conclusion and conduct cross-country comparisons (Lim & Jung, 2019). Therefore, this study drew on internationally representative evidence from PISA to explore the cognitive flexibility influencing mechanisms of different age groups at first regular digital device access and digital reading performance in different countries.…”

The Development of Reading Literacy Using Metacognitive Reading Strategies with Analysing Text Structure

“…Furthermore, it was supported by the research conducted by Bernardo & Mante-Estacio (2023) which was Metacognitive reading strategies and its relationship with Filipino high school students' reading proficiency: insights from the PISA 2018 data. The results indicated variations in the students' awareness of which strategies aided in their reading comprehension and pointed to the need to better understand how effective reading strategy instruction was taught to and was engaged by Filipino students in their reading classes.…”