READING STRAT

Reading Strategies, Reading Interests, and Academic Writing Proficiency of Senior High School Students: A Basis in Designing Discourse-Based Tasks

Ian V. Albano, Allyson P. Alconis, Girlie G. Cardona, Arjay S. Guillermo, Desiree Mei T. Gusto, Joanna Mae A. Urbi

Bachelor of Secondary Education-English, Isabela State University-Echague

DOI: https://doi.org/10.65141/sjter.v2i1n8

ABSTRACTThis study investigated the relationship among the reading strategies, reading interests, and academic writing proficiency of the Grade 11 students of Echague National High School. The researchers adopted the Survey of Reading Strategies of Kouider Mohktari and Ravi Sheorey (2002) to identify the reading strategies of the respondents, and a questionnaire from Noortyani (2018) to determine their reading interests. Data were obtained on their writing proficiency by administering the Writing Proficiency Test which is evaluated by inter-raters using Analytical Rubric.The findings showed that students predominantly used problem-solving strategies while reading and had moderate reading interests, with a positive attitude toward reading. However, their academic writing proficiency was mostly at the developing level. No significant relationship was found between reading interests and writing proficiency, except for two specific reading interests. Additionally, no significant correlation existed between reading strategies and writing proficiency. Finally, there is a significant relationship found between the reading interests and reading strategies of the respondents.The findings led the researchers to the development of a material titled “Mastering Organization and Global Reading Skills: A Comprehensive Guide for Academic Success”, to enhance students’ organizational skills in writing and use of global reading strategies.

Keywords: Reading strategies, Reading interest, Academic writing proficiency, Discourse-based tasks

Cite this Paper

Albano, I., Alconis, A., Cardona, G., Guillermo, A., Gusto, D. M., & Urbi, J. M. (2025). Reading Strategies, Reading Interests, and Academic Writing Proficiency of Senior High School Students: A Basis in Designing Discourse-Based Tasks. Student Journal of Technology and Educational Research, Vol. 2(Issue 1), 98–108. https://doi.org/10.65141/sjter.v2i1n8

View in PDF

References

Ainley, M., Hidi, S., & Berndorff, D. (2002). Interest, learning and the psychological processes that mediate their relationship. Journal of Educational Psychology, 94, 545–561. https://doi.org/10.1037/0022-0663.94.3.545
Alexander, P. A. (1988). Knowledge and literacy: A learning from text perspective. Educational Psychologist, 23(3), 227–252.
Amir, A., et al. (2023). Influence of reading strategies and interests on exposition writing skills in higher education students. Proceedings of the 1st International Conference on Language, Literature, and Cultural Studies. https://doi.org/10.2991/978-2-38476-124-1_8
Apuke, O. (2017). Quantitative research methods: A synopsis approach. Arabian Journal of Business and Management Review (Kuwait Chapter), 6, 40–47. https://doi.org/10.12816/0040336
Cottrell, S. (2017). Critical thinking skills: Effective analysis, argument, and reflection. Macmillan International Higher Education.
Defazio, J., Jones, J., Tennant, F., & Hook, S. A. (2012). Academic literacy: The importance and impact of writing across the curriculum – a case study. Journal of the Scholarship of Teaching and Learning, 10(2), 34–47. https://scholarworks.iu.edu/journals/index.php/josotl/article/view/1746
Krashen, S. D. (2004). Applying the principle of pleasure reading. Journal of Adolescent & Adult Literacy, 47(6), 446–449.
Lavelle, E., & Bushrow, K. (2007). Writing approaches of graduate students. Educational Psychology, 27, 807–822. https://doi.org/10.1080/01443410701366001
Leipzig, D. H. (2001, January). What is reading? Reading Rockets. http://www.readingrockets.org/article/352/
Merjen, A., Setyo Putro, N., Kassymova, G., & Kosbay, S. (2019). Impact of reading on students’ writing ability. Academia.edu. https://doi.org/10.31643/2019.001
Mokhtari, K., & Reichard, C. (2002). Assessing students' metacognitive awareness of reading strategies. Journal of Educational Psychology, 94(2), 249–259.
Mokhtari, K., & Sheorey, R. (2002). Measuring ESL students' awareness of reading strategies. Journal of Developmental Education, 25, 2–10. https://doi.org/10.1037/0022-0663.94.2.249
Newsome, M., Mollazeh, M., Zidani, M., Sheik, R., & Amiry, J. (2023). A writing center's hybrid approach to supporting English academic writing skills among L2 postgraduates. Online Learning, 27(1). ERIC - EJ1412286. https://eric.ed.gov/?id=EJ1412286
Noortyani, R., & Rachman, S. (2018). Factors influencing students’ reading interest and habits. Journal of Educational Research and Reviews, 13(5), 120–129.
Olshavsky, J. E. (1976–1977). Reading as problem solving: An investigation of strategies. Reading Research Quarterly, 12(4), 654–674. https://doi.org/10.2307/747446
Ondrusek, A. L. (2012). What the research reveals about graduate students’ writing skills: A literature review. Journal of Education for Library and Information Science, 53(3), 176–188. http://www.jstor.org/stable/23249110
Pintrich, P. R., & De Groot, E. V. (1990). Motivational and self-regulated learning in the college classroom. Journal of Educational Psychology, 82(1), 33–40.
Schiefele, U. (2009). Interest and its impact on reading and learning outcomes. Educational Psychology Review, 21(4), 409–430.
Thomas, M. (2001). Reading interest and its role in academic success. Oxford University Press.

Page updated

Report abuse