Özet:

This study was conducted using the relational survey model, a quantitative research method, to answer the question of what kind of relationship there is between the level of using metacognitive reading strategies and reading comprehension achievements of eighth graders. The study was carried out with eighth-grade students attending public secondary schools in the Çukurova district of Adana in the 2021-2022 academic year. The total number of the entire eighth-grade population is 6454 and the sample size is 700. The data were collected through the reading comprehension achievement test and the metacognitive reading strategies scale. Reliability analysis, descriptive analysis, Pearson correlation, regression analysis, Kruskal Wallis-H, and Mann-Whitney-U tests were conducted based on the distribution of the data. The results showed that students employed metacognitive reading strategies, general reading strategies, and supportive reading strategies at a moderate level, and problem-solving strategies at a high level. The reading comprehension achievement level of the participants was moderate. A positive, moderate, and significant relationship was found between the students’ use of the general reading, problem-solving and supportive reading strategies and their reading comprehension achievement. Based on the findings, it is believed that strategy-based reading activities in Turkish courses will contribute to the students' reading comprehension achievement.

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