Abstract
This study dealt with the students’ language profile, metacognitive reading strategies, and reading comprehension performance adopting the descriptive-correlational method of the four hundred forty-six randomly selected students enrolled in the colleges of Forestry, Education, Engineering, Computer Science, and Information Technology in a Philippine State University. Instruments used to gather data were based on an expert validated 20-point comprehension test taken from a short story selection and an adopted 30-point Metacognitive Awareness Reading Inventory (MARI). Findings revealed that Tagalog was the most commonly spoken by the respondents, followed by Iloco and English with moderately high reading comprehension performance and average level in terms of familiarity and attitude towards the Filipino language. The Problem-Solving Strategies (PROB) was the most frequently used, followed by the Global Reading Strategies (GLOB) and the Support Reading Strategies (SUPP). The familiarity with the Filipino language and the use of Problem-solving Metacognitive Reading Strategies were found to have a significant relationship to students’ reading comprehension performance.
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