Notes

this study aims to investigate potential discrepancies in how students evaluate the usefulness of specific reading strategies
and how these conceptions are associated with related to the students’ reading proficiency. The top two strategies are similar as both include underlining, with the first involving
he additional strategy of writing the underlined texts in their
own words. The two strategies rated least useful are low-level
reading strategies commonly chosen by readers whose repertoire
of strategies is limited. Underlining involves separating content
based on importance, which is not always enough promote
learning and is typically effective in reading comprehension when used in combination with other
strategies. With that, Effective highlighting allows readers to discriminate between
minor and major details of a text. These highlighting strategies
may lead to an “isolation effect” wherein the highlighted sections of a text are better remembered and the text, in
general, is better processed. The use of both strategies was positively associated with reading proficiency,
but the relationships were weak (β coefficients ≤0.05).
In contrast, the two strategies that were perceived least useful
on the average were both strongly negatively associated with
reading proficiency and its cognitive subscales. These two strategies were, “I try to copy out accurately as many sentences as
possible” and “I read the text aloud to another person,” which
both involve repeating the encoding of the text. Copying sentences exactly does not engage readers to think and might be a
waste of their time as it does not involve higher level processing
like what is used in selective note taking. On the other hand,
reading aloud may develop reading fluency but is not likely to
help in reading comprehension tasks like understanding and
summarizing. Yet, these two strategies were rated as “very useful”
by 12.4% and 13.3% of the Filipino students. https://www.researchgate.net/publication/372247651_Metacognitive_reading_strategies_and_its_relationship_with_Filipino_high_school_students'_reading_proficiency_insights_from_the_PISA_2018_data