Correlating Reading Strategies and Comprehension Among First-Year College Students

AUTHOR(S)

Gilbert C. Binas

ABSTRACT

This study determined the correlation between the reading strategies and comprehension of first-year college students at NIPSC Batad Campus for the S.Y. 2019-2020. The descriptive correlation design determines the relationship between reading strategies and comprehension used by the respondents. The respondents took the test on understanding vocabulary in context, noting details and story structure to determine their reading comprehension level. Moreover, the respondents answered a questionnaire on reading strategies to identify the reading strategies. The use of stratified random sampling determined the 101 first-year college respondents.
The findings revealed that the students had an outstanding comprehension in understanding vocabulary in context, and they excelled in noting details, determining the story structure and details of events.
The most frequently used strategy in pre-reading was previewing the text, during-reading was integrating prior knowledge with what they are reading, and for the after-reading strategies, were summarizing and synthesizing what has been read, using what they have read in some applications, and applying the values and skills they have learned from the story. Lastly, the study revealed that students’ reading comprehension significantly correlated with their reading strategies.