Efecto de la interrogación metacognitiva en los niveles de comprensión lectora en los estudiantes de 5º de educación básica primaria

The hereby research determines the effects of Metacognitive questioning in the levels of reading comprehension, and declares the results obtained after implementing it as a strategy to 20 students of 5° grade from Institución Educativa Departamental Real del Obispo. This research was carried out under the quantitative approach and a quasi-experimental design, with a control group and another experimental group, in which they stood in three moments: pre-test, the intervention strategy, and post-test, which made it possible to measure the variables and yield reliable results and adjusted to what was expected. According to the results the students were able to achieve significantly better results in the levels of reading comprehension, confirming that situation requires techniques that must be guided through strategies, in this case the question, to interact with the textbook, and to develop skills to improve reader's performance.

• Autores: Salazar F., Deiry Ivone
• Tipo de recurso: Trabajo de grado de pregrado
• Fecha de publicación: 2017
• Institución: Corporación Universidad de la Costa
• Repositorio: REDICUC - Repositorio CUC
• Idioma: spa
• OAI Identifier: oai:repositorio.cuc.edu.co:11323/85
• Acceso en línea: https://hdl.handle.net/11323/85; https://repositorio.cuc.edu.co/
• Palabra clave: Meta cognición; Regulación; Estrategias; Interrogación meta cognitiva; Comprensión lectora; Micro habilidades
• Rights: openAccess
• License: Atribución – No comercial – Compartir igual