La metacognición como estrategia metodológica para mejorar las competencias lectoras

Abstract

The following monograph, on how metacognitive strategies improve reading skills in tenth grade students, is part of a qualitative research and action research carried out in the Federico Garcia Lorca IED School (Headquarters A), in the 10-01 course . During the investigation, a diagnosis was made that would show the level of reading according to the MEN in the reading competitions; to then develop a series of workshops and activities aimed at raising awareness of metacognitive strategies that would help students improve their reading skills. The results were aimed at identifying the use of strategies by the students in reading after knowing a reading competence that does not correspond only to decoding, but also to understanding and using metacognition, in order to reach inferential and critical-intertextual levels.