Author
Jemima B. Ampelon*
Cebu Technological University – Main Campus, Cebu City, Philippines
Abstract
This study determined the extent of metacognitive reading strategy use and its relationship to reading comprehension performance among Learners with Special Educational Needs (LSENs) during School Year 2025–2026. Employing a quantitative, descriptive-correlational research design, the study was conducted in four public elementary schools in Cabadbaran City Division, namely Bayabas Elementary School, La Union Elementary School, North Cabadbaran Central Elementary School, and Cabadbaran South Central Elementary School. The respondents comprised 110 LSENs and 57 Special Education and regular teachers, selected through [sampling technique to be verified]. Data were gathered using a teacher-rated metacognitive reading strategy questionnaire and a reading comprehension assessment. Frequency, percentage, mean, and chi-square test were employed to analyze the data. Findings revealed that metacognitive reading strategies were often utilized, with evaluating strategies obtaining the highest mean (M = 3.02), followed by monitoring (M = 2.91) and planning (M = 2.75), yielding an overall mean of 2.89. Regarding reading comprehension, 80.91% of learners were classified at the frustration level, 11.82% at the instructional level, and 7.27% at the independent level. The chi-square test revealed no significant association between the variables (χ² = 7.095, p = .131). The study concluded that frequent metacognitive strategy use did not correspond to a statistically significant categorical association with reading comprehension performance. Consequently, the researcher recommended implementing an Instructional Intervention Plan emphasizing explicit metacognitive instruction, differentiated reading activities, individualized assessment, and continuous progress monitoring to strengthen learners’ reading comprehension skills.
Keywords: Special Education, metacognitive reading strategy use, reading comprehension performance, descriptive-correlational research, Cabadbaran City, Philippines.
*Corresponding author / Email: Jemima.ampelon001@deped.gov.ph
DOI: http://doi.org/10.69651/PIJHSS05041667
Recommended citation:
Ampelon, J. B. (2026). Extent of metacognitive reading strategy use and its relationship to reading comprehension performance of learners with special needs (LSENs). Pantao (International Journal of the Humanities and Social Sciences) 5 (4), 1462-1479. http://doi.org/10.69651/PIJHSS05041667
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