THE IMPACT OF COGNITIVE READING STRATEGIES ON 4TH-GRADE STUDENTS’ COMPREHENSION PERFORMANCE

Abstrak:

This study investigated the relationship between reading strategy use and comprehension performance among 4th-grade students (N=19). Using a correlational design, we analyzed students' scores on a standardized reading test (max=16) and their self-reported use of four strategy types: overt cognitive (e.g., note-taking), covert cognitive (e.g., predicting), evaluating (e.g., self-checking), and monitoring (e.g., time management). Results revealed significant positive correlations between test scores and both covert cognitive strategies (r=0.48, p<0.05) and evaluating strategies (r=0.52, p<0.05), while overt strategies showed no significant relationship. High performers (top 25%) demonstrated significantly greater use of covert and evaluating strategies compared to low performers (p<0.05). Notably, evaluating strategies emerged as the least utilized skill, suggesting a critical gap in students' metacognitive awareness. Gender differences in strategy use were non-significant. These findings highlight the importance of explicitly teaching higher-order comprehension strategies, particularly self-evaluation techniques, in elementary reading instruction. The study contributes to the growing literature on evidence-based strategy instruction by identifying specific strategic weaknesses that may hinder reading development.