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

Allyson  Alconis,; Arjay  Guillermo,; Desiree Mei  Gusto,; Girlie  Cardona,; Ian  Albano,; Joanna Mae  Urbi,

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

Discipline: Education

Abstract:

This 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.

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