PROMOTING COGNITIVE READING STRATEGIES ON READING COMPREHENSION SKILLS ENHANCEMENT

Abstract

This research explored the relationship between the Grade 8 students’ cognitive reading strategies and reading comprehension skills at Cordova National High School in Cebu, Philippines, for the school year 2025-2026 using a descriptive-correlational design. There were 215 respondents who were chosen using simple random sampling. They were asked to answer the survey questionnaires, gathering information about their cognitive reading strategies, and their reading comprehension skills were assessed using the standardized reading skills assessment tool. The results showed the respondents had very good cognitive reading strategies, and most of them were independent readers. On the other hand, there was no significant association between the cognitive reading strategies of the respondents and their reading comprehension skills. The results provide significant insights into the importance of utilizing cognitive reading strategies that would reinforce reading comprehension among students. Thus, it is highly recommended that the school administrators and teachers develop programs that will enhance the cognitive reading strategies of the students to address the concerns about the reading comprehension skills of the students