La enseñanza de estrategias metacognitivas para el mejoramiento de la comprensión lectora. Estado de la cuestión
This paper describes a review of studies on teaching metacognitive strategies for improving reading comprehension. Research reports and theoretical essays published between 1996 and 2008 were analyzed and organized in a matrix, which permitted the classification of the variables tackled in the studi...
- Autores:
- Tipo de recurso:
- Fecha de publicación:
- 2022
- Institución:
- Pontificia Universidad Javeriana Cali
- Repositorio:
- Vitela
- Idioma:
- spa
- OAI Identifier:
- oai:vitela.javerianacali.edu.co:11522/402
- Acceso en línea:
- https://revistas.javerianacali.edu.co/index.php/pensamientopsicologico/article/view/138
https://vitela.javerianacali.edu.co/handle/11522/402
- Palabra clave:
- comprensión lectora
instrucción
estrategias metacognitivas
educación formal
Reading comprehension
instruction
metacognitive strategies
formal education
Compreensão leitora
instrução
estratégias metacognitivas
educação formal
- Rights
- License
- https://creativecommons.org/licenses/by-nc-nd/4.0
| Summary: | This paper describes a review of studies on teaching metacognitive strategies for improving reading comprehension. Research reports and theoretical essays published between 1996 and 2008 were analyzed and organized in a matrix, which permitted the classification of the variables tackled in the studies. The results of the studies show a significant improvement in reading comprehension, after the students participated in instruction programs. The conclusions lead to some general and specific guidelines that could be taken into consideration by people working in the design, implementation and evaluation of prevention and intervention programs, with the aim of improving students’ reading comprehension. |
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