Development of Highly Skilled Readers Using Metacognitive Strategies and Portfolio Evaluation (Essay)

Abstract

Reading comprehension is essential for academic success and lifelong learning, yet many elementary students struggle with low comprehension and slow reading speeds, necessitating effective instructional interventions. This study aimed to develop highly skilled readers by utilizing seven metacognitive reading strategies and portfolio evaluation through essays among Grade 5 pupils of Lagaosian Elementary School during the 2023–2024 school year. Utilizing descriptive and experimental research designs, the study assessed the effectiveness of activating, summarizing, monitoring and clarifying, visualizing and organizing, searching and selecting, questioning, and inferring. Data was gathered through pretests and posttests and statistically analyzed using mean, t-test for correlated samples, and Analysis of Variance (ANOVA). Initial pretest results showed learners performed best in the Questioning strategy (mean = 80.60, "Satisfactory") and weakest in Inferring (72.20, "Did Not Meet Expectations"). Posttest results revealed significant improvements across all seven strategies, with mean gains ranging from 7.93 to 15.10. Questioning achieved the highest posttest score (95.70, "Outstanding") and the highest mean gain (15.10), while Inferring remained the lowest (81.20, "Satisfactory") with a 9.00 mean gain. Statistical analyses confirmed a significant difference between pretest and posttest performances, identifying Questioning as the most effective strategy. Ultimately, the integration of metacognitive reading strategies through essay portfolios significantly enhances students' reading abilities and comprehension. While strategies like questioning yield outstanding results, educators must provide targeted instructional support to help students develop complex, higher-order skills such as inferring.