EXTENT USE OF METACOGNITIVE STRATEGIES IN READING AND READING COMPREHENSION

DIFFICULTIES AMONG GRADE 9 STUDENTS IN CATEEL I checked to see if my reading strategies

32
Name: were helpful for the text comprehension.
School: I enjoyed discussing with my classmates
INSTRUCTION: Please indicate your answer by checking the appropriate number of your choices which for the difficult points and exchanging the
corresponds the implementation of objectives based on the scale stated below that best describes the 33
reading experience to get a more effective
statement. reading method to achieve my goal.
PART I. METACOGNITIVE STRATEGY USE IN READING I used my own reading plan for judging
1-Never 2-Seldom 3-Sometimes 4-Often 5-Always 34
how well I read.
(N) (S) (S) (O) (A) I referred to the reading goal to evaluate if I
No. Planning 35
1 2 3 4 5 achieve it.
Before I started reading a text, … I set a higher reading goal such as
I considered the previous success with the comprehension level for next time based
1 similar tasks and identify the purpose of the 36
on what worked best this time and what I
assigned tasks. think I should keep or change.
I activated the background knowledge to get a I could be able to use the characteristics of
2
general idea. 37 a good reader as criteria to evaluate my
I previewed the questions or the instructions, own reading.
3
so I could understand what to do. I spent time to motivate myself to improve
4
I tried to predict the contents of the text from 38 the reading even I found that I do a poor
the title. job.
I could come up with a list of reading strategies I spent time reflecting on my reading
5 39
I would probably use. performance.
I scanned the text first and concentrated on I recalled and summarized the reading
6
what I will read. strategies to see what might I keep or
7 I read the task before reading the text. 40
change to make an improvement on my
8 I read the text before I read the task. reading next time.
I determined the major points I would pay
attention to, such as the headings and sub- PART II. READING COMPREHENSION DIFFICULTIES
9
headings, the topic sentence, and the text 1-Strongly Disagree 2-Disagree 3-Neutral 4-Agree
structure. 5-Strongly Agree
I recalled my weak points in reading Difficulties Related to Language (SD) (D) (N) (A) (SA)
No.
10 comprehension and tried to comprehend when Knowledge 1 2 3 4 5
reading began. I don’t know the vocabulary and idiomatic
I located the task questions in the specific 41 usage so I cannot understand what I’m
reading.
11 paragraph of the text because I thought it was
I don’t know the sentence structures so I
easier. 42
cannot understand what I’m reading.
I planned before I read because I think it was I cannot sequence and connect ideas in
12
helpful. 43 reading text because I don’t know the
(N) (S) (S) (O) (A) text organization.
Monitoring
1 2 3 4 5 44
My weak grammar causes
misinterpretation of the reading text.
While reading a text, …
I’m not quite sure whether I know the
13 I first read for the general ideas of the text. 45
meanings of some difficult words.
I paid selective attention to the information I often have problems with technical
14
predicted and required in the task. 46 terms when I read the academic articles
I verified my inference of the previous or texts.
15 paragraph and predicted what would come in Difficulties Related to Lack of Reading (SD) (D) (N) (A) (SA)
Strategies 1 2 3 4 5
the next paragraph.
I must read every single word, otherwise,
I could find ways to overcome the problems I’m afraid I might miss the important point
16 47
when I got stuck with difficult vocabulary. which will affect my comprehension of
I could find ways to concentrate on my reading the whole texts.
17 even when there were many distractions I always look up the meanings of
around me unknown words in my dictionary every
48
time I have problems with difficult
I could refocus my concentration on reading
18 vocabulary.
through the text and task I’m reading. When I read, I read aloud to help me
49
I underlined the difficult sentences and words remember well.
19
and tried to understand them. 50
When I read, I cannot predict what will
I analyze words or sentences that I do not come next.
20 (SD) (D) (N) (A) (SA)
understand. Difficulties Related to Motivation
1 2 3 4 5
21 I translate sentence by sentence while reading. I don’t like reading books even reading in
51
I focused on one specific goal at a time. For my native language.
example, first I am concerned with the general I think the reading problems come from
22 52 the instructions and materials which
ideas of the text. Next, I read for the key words
affect my interest in reading.
or implied meaning of the sentences. When the text is too difficult, boring, and
I kept reading even if I had difficulty and 53
uninteresting, I fail to read.
23 constantly checked my understanding of the When I have no interest in the topic
text. 54 discussed in a reading material, I find it
I regulated my reading speed according to the even more difficult.
24 Difficulties Related to Background (SD) (D) (N) (A) (SA)
given time and length of the text.
Knowledge 1 2 3 4 5
I could use reading strategies to help me
25 When I read a passage, I tend to connect
comprehend the text better. its content with my own previous
I searched for the answers for the task 55 knowledge related to the topic, and this is
26 sometimes different from what the author
questions. intended in the passage.
I could think of ways to solve my reading Some culture-loaded words and phrases
27
problems even they are very difficult. 56 will mislead my comprehension of a
reading material.
I considered whether I understood the Sometimes even if I know every word in
28
beginning and the ending of the text correctly. a passage, I still find difficulty in
57 understanding the whole passage and
I could choose appropriate reading strategies grasp its central idea because of my
29
to solve my immediate reading problems. limited background knowledge.
I changed the strategies if they could not help Difficulties Related to Reading (SD) (D) (N) (A) (SA)
Process 1 2 3 4 5
30 me in accomplishing the reading
I thought that I understood the passage
comprehension task. quite well, but it turned out that I gave
(N) (S) (S) (O) (A) 58
wrong answers to several
Evaluating
1 2 3 4 5 comprehension questions after it.
After reading a text, … I cannot concentrate myself till the end of
a passage. When reading a long and
59
I realized that my major concern is coming with boring passage, I often forget the former
31 the better understanding by accomplishing the part when I read the latter part.
task. After reading a passage once, I seem to
60 forget what I have already read, and
have to move backward and reread it.