Metacognitive strategies for reading comprehension in middle school students from an educational institution in Ecuador

Saldarriaga M.A.R.; Vásquez A.C.M.; del Pilar Molina Vicuña G.; Nivicela G.E.P. · Encuentros (Maracaibo) (2024) · DOI: 10.5281/zenodo.11118255

Resumen

Metacognitive strategies are crucial for improving reading comprehension, a fundamental skill in the learning process. This doctoral thesis delves into the impact of metacognitive techniques on the reading comprehension of high school students in an educational institution in Ecuador. The research was conducted with a group comprising students, teachers, and administrators, adopting a qualitative approach with a hermeneutic phenomenological design. Data collection involved a variety of instruments, including reading comprehension tests, self-regulation questionnaires, interviews, classroom observations, and notebooks. Promoting metacognitive strategies can offer a pathway to enhanced reading comprehension in adolescents. Reassessing the educational paradigm with such strategies can contribute to a robust method for inducing self-regulation in students. This revelation can help improve students' critical thinking skills and foster better overall educational quality.

Instituciones: Universidad César Vallejo