Metacognitive Strategies, Reading Readiness and Reading Level of Grade 7 Students at Dita Integrated School: Basis for Improved Reading Competencies

Rose Anne S. Lipardo and Leomar S. Galicia
Additional contact information
Rose Anne S. Lipardo: University of Perpetual Help System Laguna, Philippines
Leomar S. Galicia: University of Perpetual Help System Laguna, Philippines

Technium Social Sciences Journal, 2026, vol. 83, issue 1, 70-79

Abstract: This study examined the relationship among metacognitive strategies, reading readiness, and reading level of Grade 7 students at Dita Integrated School, using a descriptive-correlational design to determine how planning, monitoring, and evaluating strategies, alongside phonological awareness, vocabulary knowledge, and syntactic proficiency, influence students’ placement across independent, instructional, and frustration levels. Findings revealed that students moderately utilized metacognitive strategies, with planning being the least practiced, and that reading readiness varied, with phonological awareness and vocabulary knowledge at the same level while syntactic proficiency was the highest. Most students were at the independent level, followed by those at the instructional level while fewer were at the frustration level and required teacher guidance. Statistical analysis confirmed a strong and significant correlation between metacognitive strategy use and reading readiness, but only a weak correlation between readiness and reading level, and no significant correlation between metacognitive strategies and reading level. These results suggest that while metacognitive strategies enhance readiness, other factors such as fluency, motivation, and text difficulty more strongly determine reading level outcomes. Based on these findings, an intervention plan was proposed to integrate explicit metacognitive strategy instruction, targeted vocabulary and grammar development, and differentiated reading tasks tailored to learners at varying levels. The study contributes to literacy development by providing empirical evidence for designing school-based programs that strengthen reading competencies and by offering a foundation for future research on motivation, digital reading environments, and parental involvement in improving reading outcomes.

Date: 2026
References: Add references at CitEc
Citations:

Downloads: (external link)
https://techniumscience.com/index.php/socialsciences/article/view/13608 (text/html)

Related works:
This item may be available elsewhere in EconPapers: Search for items with the same title.

Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text

Persistent link: https://EconPapers.repec.org/RePEc:tec:journl:ojs:13608

DOI: 10.47577/tssj.v83i1.13608

Access Statistics for this article

Technium Social Sciences Journal is currently edited by Tasente Tanase

More articles in Technium Social Sciences Journal from Technium Science
Bibliographic data for series maintained by Tasente Tanase ( this e-mail address is bad, please contact ).