摘要：The importance of reading literacy is shown in the results of achievement among
international countries. Reading literacy has not become a culture for most students.
Some students have not used reading strategies to improve their understanding. This will
affect the academic achievement. This expost facto research design aims to examine: (1)
wether reading literacy can predict academic achievement in knowledge and skill, (2)
wether metacognitive strategy can predict academic achievement in knowledge and skill,
and (3) wether reading literacy and metacognitive strategy together can predict academic
achievement on knowledge and skill. The population is 543 students of three pilot senior
high schools of Curriculum 2013 in Kulon Progo. The sample is 359 students established
using the Table of Isaac and Michael. The instrument used is a questionnaire. The result
is as follows. Fisrt, reading literacy can predict academic achievement in knowledge, but
it cannot predict academic achievement in skill. Second, metacognitive strategy can
predict academic achievement in knowledge and skill. Thirth, reading literacy and
metacognitive strategy simultaneously can predict academic achievement on knowledge
and skill. Therefore literacy habituation and the use of metacognitive strategies are
strongly recommended to improve academic achievement of knowledge and skills.
