Diseño y aplicación de estrategias metacognitivas para mejorar la comprensión lectora en estudiantes de secundaria

Abstract

This article presents some findings obtained in the application of a metacognitive intervention strategy as a didactic strategy with students from the 10th grade in an official institution in the city of Medellin, Colombia. Its objective was determining if the reading comprehension improves with the implementation of such metacognitive strategies. The research was performed under a quantitative approach. Quasi-experimental design with pretest, protest, and control groups were also used. The measurements were made with a self-made poll of two groups of students composed of eighteen questions extracted from the Saber tests, which have three reading dimensions: literal, inferential, and critical. The results showed an improvement in the scores for the three reading levels. Nonetheless, this improvement was not statistically significant for the inferential level, as it was for literal and critical reading comprehension levels obtained by the experimental group intervened with the strategic didactic. These results prove that the meta-cognitive strategies favor the improvement in the reading comprehension, given that they allow the student to become autonomous, to autoregulate her/his comprehension process, to pose a reading purpose without the teacher having to give one, to take into account its previous knowledge, to establish strategies for the comprehension, and achieving an evaluation of its cognitive process.