The Use of Metacognitive Strategies to Enhance Reading Comprehension Skills
This article presents the outcome of a research project whose main objective was to foster the implementation of metacognitive strategies, designed to enhance reading comprehension skills, especially regarding the inferential level of reading in expository texts. The pedagogical intervention for thi...
- Autores:
- Tipo de recurso:
- Fecha de publicación:
- 2017
- Institución:
- Universidad Pedagógica y Tecnológica de Colombia
- Repositorio:
- RiUPTC: Repositorio Institucional UPTC
- Idioma:
- spa
- OAI Identifier:
- oai:repositorio.uptc.edu.co:001/10926
- Acceso en línea:
- https://revistas.uptc.edu.co/index.php/linguistica_hispanica/article/view/5865
https://repositorio.uptc.edu.co/handle/001/10926
- Palabra clave:
- Cognition
Metacognition
Reading
Reading Comprehension
Metacognitive Strategies
Inferences
cognición
metacognición
comprensión de lectura
estrategias metacognitivas
inferencias.
métacognition
compréhension de lecture
stratégies métacognitives
inférences
cognição
metacognição
compreensão de leitura
estratégias metacognitivas
inferências
- Rights
- openAccess
- License
- Copyright (c) 2017 Cuadernos de Lingüística Hispánica
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| dc.title.en-US.fl_str_mv |
The Use of Metacognitive Strategies to Enhance Reading Comprehension Skills |
| dc.title.es-ES.fl_str_mv |
Uso de estrategias metacognitivas para la comprensión textual |
| dc.title.fr-FR.fl_str_mv |
Utilisation des stratégies métacognitives pour la compréhension textuelle |
| dc.title.pt-BR.fl_str_mv |
Uso de estratégias metacognitivas para a compreensão textual |
| title |
The Use of Metacognitive Strategies to Enhance Reading Comprehension Skills |
| spellingShingle |
The Use of Metacognitive Strategies to Enhance Reading Comprehension Skills Cognition Metacognition Reading Reading Comprehension Metacognitive Strategies Inferences cognición metacognición comprensión de lectura estrategias metacognitivas inferencias. métacognition compréhension de lecture stratégies métacognitives inférences cognição metacognição compreensão de leitura estratégias metacognitivas inferências |
| title_short |
The Use of Metacognitive Strategies to Enhance Reading Comprehension Skills |
| title_full |
The Use of Metacognitive Strategies to Enhance Reading Comprehension Skills |
| title_fullStr |
The Use of Metacognitive Strategies to Enhance Reading Comprehension Skills |
| title_full_unstemmed |
The Use of Metacognitive Strategies to Enhance Reading Comprehension Skills |
| title_sort |
The Use of Metacognitive Strategies to Enhance Reading Comprehension Skills |
| dc.subject.en-US.fl_str_mv |
Cognition Metacognition Reading Reading Comprehension Metacognitive Strategies Inferences |
| topic |
Cognition Metacognition Reading Reading Comprehension Metacognitive Strategies Inferences cognición metacognición comprensión de lectura estrategias metacognitivas inferencias. métacognition compréhension de lecture stratégies métacognitives inférences cognição metacognição compreensão de leitura estratégias metacognitivas inferências |
| dc.subject.es-ES.fl_str_mv |
cognición metacognición comprensión de lectura estrategias metacognitivas inferencias. |
| dc.subject.fr-FR.fl_str_mv |
métacognition compréhension de lecture stratégies métacognitives inférences |
| dc.subject.pt-BR.fl_str_mv |
cognição metacognição compreensão de leitura estratégias metacognitivas inferências |
| description |
This article presents the outcome of a research project whose main objective was to foster the implementation of metacognitive strategies, designed to enhance reading comprehension skills, especially regarding the inferential level of reading in expository texts. The pedagogical intervention for this research is supported in three fundamental moments: before, during and after reading. A pre-experimental methodology, with a pre test/post test design, and without a control group, was implemented for this project. According to a comparison of average scores using the Students ́ t-Test for independent samples, a 0,05 level of significance was found, proving that the use of metacognitive strategies had a positive influence in the reading process of high school students of the eighth grade in two public educational institutions from the municipalities of Nuevo Colón and Samacá (Boyacá, Colombia). |
| publishDate |
2017 |
| dc.date.accessioned.none.fl_str_mv |
2024-07-05T18:18:20Z |
| dc.date.available.none.fl_str_mv |
2024-07-05T18:18:20Z |
| dc.date.none.fl_str_mv |
2017-02-16 |
| dc.type.none.fl_str_mv |
info:eu-repo/semantics/article |
| dc.type.coarversion.fl_str_mv |
http://purl.org/coar/version/c_970fb48d4fbd8a85 |
| dc.type.coar.fl_str_mv |
http://purl.org/coar/resource_type/c_2df8fbb1 |
| dc.identifier.none.fl_str_mv |
https://revistas.uptc.edu.co/index.php/linguistica_hispanica/article/view/5865 10.19053/0121053X.n29.2017.5865 |
| dc.identifier.uri.none.fl_str_mv |
https://repositorio.uptc.edu.co/handle/001/10926 |
| url |
https://revistas.uptc.edu.co/index.php/linguistica_hispanica/article/view/5865 https://repositorio.uptc.edu.co/handle/001/10926 |
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10.19053/0121053X.n29.2017.5865 |
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spa |
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spa |
| language |
spa |
| dc.relation.none.fl_str_mv |
https://revistas.uptc.edu.co/index.php/linguistica_hispanica/article/view/5865/4790 https://revistas.uptc.edu.co/index.php/linguistica_hispanica/article/view/5865/4921 https://revistas.uptc.edu.co/index.php/linguistica_hispanica/article/view/5865/8130 |
| dc.rights.en-US.fl_str_mv |
Copyright (c) 2017 Cuadernos de Lingüística Hispánica |
| dc.rights.coar.fl_str_mv |
http://purl.org/coar/access_right/c_abf2 |
| dc.rights.accessrights.spa.fl_str_mv |
info:eu-repo/semantics/openAccess |
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Copyright (c) 2017 Cuadernos de Lingüística Hispánica http://purl.org/coar/access_right/c_abf2 |
| eu_rights_str_mv |
openAccess |
| dc.format.none.fl_str_mv |
application/pdf text/html application/xml |
| dc.publisher.en-US.fl_str_mv |
Universidad Pedagógica y Tecnológica de Colombia |
| dc.source.en-US.fl_str_mv |
Cuadernos de Lingüística Hispánica; No. 29: January-June 2017; 223-244 |
| dc.source.es-ES.fl_str_mv |
Cuadernos de Lingüística Hispánica; Núm. 29: (enero-junio de 2017); 223-244 |
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2346-1829 0121-053X |
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Universidad Pedagógica y Tecnológica de Colombia |
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Repositorio Institucional UPTC |
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repositorio.uptc@uptc.edu.co |
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1839633785935626240 |
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2017-02-162024-07-05T18:18:20Z2024-07-05T18:18:20Zhttps://revistas.uptc.edu.co/index.php/linguistica_hispanica/article/view/586510.19053/0121053X.n29.2017.5865https://repositorio.uptc.edu.co/handle/001/10926This article presents the outcome of a research project whose main objective was to foster the implementation of metacognitive strategies, designed to enhance reading comprehension skills, especially regarding the inferential level of reading in expository texts. The pedagogical intervention for this research is supported in three fundamental moments: before, during and after reading. A pre-experimental methodology, with a pre test/post test design, and without a control group, was implemented for this project. According to a comparison of average scores using the Students ́ t-Test for independent samples, a 0,05 level of significance was found, proving that the use of metacognitive strategies had a positive influence in the reading process of high school students of the eighth grade in two public educational institutions from the municipalities of Nuevo Colón and Samacá (Boyacá, Colombia).Este artículo presenta resultados de una investigación cuyo objetivo principal se centró en orientar la implementación de estrategias metacognitivas para mejorar la comprensión lectora y, en especial, de inferencias en textos expositivos, mediante una intervención pedagógica apoyada en tres procesos: antes, durante y después de la lectura. La metodología utilizada fue de tipo pre-experimental, con un diseño pre test- post test, sin grupo de control. Según la comparación de los promedios con la t-Student para muestras dependientes, con una significación del 0,05, se concluyó que el uso de las estrategias metacognitivas influyó favorablemente en el proceso lector de estudiantes de secundaria, Grado Octavo, de dos Instituciones Educativas públicas de los municipios de Nuevo Colón y Samacá (Boyacá, Colombia).Cet article présent des résultats d’une recherche dont l’objectif principal s’est centré sur le fait d’orienter la mise en œuvre des stratégies métacognitives. Pour améliorer la compréhension de lecture et, en particulier, d’inférences des textes expositifs, à travers une intervention pédagogique appuyée sur trois processus: avant, pendant et après la lecture. La méthodologie utilisée a été de type expérimental, avec un design pré-test, posttest, sans groupe de contrôle. Selon la comparaison des moyennes avec la t-Student pour des échantillons dépendants, avec une signification de 0,05, on a conclu que l’utilisation des stratégies métacognitives a eu une influence favorable sur le processus de lecture des élèves de l’école secondaire, Classe de Troisième, de deux institutions Éducative des communes de Nuevo Colón et Samacá (Boyacá, Colombie).Este artigo apresenta resultados de uma pesquisa cujo objetivo principal centrou-se em orientar a implementação de estratégias metacognitivas para melhorar a compreensão leitora e, em especial, de inferências em textos expositivos, mediante uma intervenção pedagógica apoiada em três processos: antes, durante e depois da leitura. A metodologia utilizada foi do tipo pré-experimental, com um desenho pre test- post test, sem grupo de controle. Segundo a comparação das médias com a t-Student para amostras dependentes, com uma significação de 0,05, concluiu-se que o uso das estratégias metacognitivas influiu favoravelmente no processo leitor de estudantes de secundária, do 9° ano, de duas Instituições Educativas públicas dos municípios de Nuevo Colón e Samacá (Boyacá, Colômbia).application/pdftext/htmlapplication/xmlspaspaUniversidad Pedagógica y Tecnológica de Colombiahttps://revistas.uptc.edu.co/index.php/linguistica_hispanica/article/view/5865/4790https://revistas.uptc.edu.co/index.php/linguistica_hispanica/article/view/5865/4921https://revistas.uptc.edu.co/index.php/linguistica_hispanica/article/view/5865/8130Copyright (c) 2017 Cuadernos de Lingüística Hispánicainfo:eu-repo/semantics/openAccesshttp://purl.org/coar/access_right/c_abf2Cuadernos de Lingüística Hispánica; No. 29: January-June 2017; 223-244Cuadernos de Lingüística Hispánica; Núm. 29: (enero-junio de 2017); 223-2442346-18290121-053XCognitionMetacognitionReadingReading ComprehensionMetacognitive StrategiesInferencescogniciónmetacognicióncomprensión de lecturaestrategias metacognitivasinferencias.métacognitioncompréhension de lecturestratégies métacognitivesinférencescogniçãometacogniçãocompreensão de leituraestratégias metacognitivasinferênciasThe Use of Metacognitive Strategies to Enhance Reading Comprehension SkillsUso de estrategias metacognitivas para la comprensión textualUtilisation des stratégies métacognitives pour la compréhension textuelleUso de estratégias metacognitivas para a compreensão textualinfo:eu-repo/semantics/articlehttp://purl.org/coar/version/c_970fb48d4fbd8a85http://purl.org/coar/resource_type/c_2df8fbb1Muñoz-Muñoz, Ángela ElviniaOcaña de Castro, Myriam001/10926oai:repositorio.uptc.edu.co:001/109262025-07-18 11:05:01.697metadata.onlyhttps://repositorio.uptc.edu.coRepositorio Institucional UPTCrepositorio.uptc@uptc.edu.co |