Metacognition and Reading

The present work proposes to promote reflections in a first moment on some of the main causes that contribute to the current framework of failure of the educational system with regard to the development of reading strategies. In the first chapters, we will see that from the early years of Elementary School, the work with the text is characterized by a series of misunderstandings, such as its use as a mere pretext for grammar exercises or in interpretation activities limited to mechanical transcription of fragments of the text. In the following we will pass on the presentation of practices that can be incorporated into the classes for the adequate development of the reading comprehension capacity through metacognitive information processing strategies, such as exercises that encourage students to monitor the inference processes related to reading and that promote the appreciation of the global aspects of the text. Finally, we will have the report of a scientific investigation process in which metacognitive tools associated with the reading strategies suggested in this work have been adopted and we will see how they can constitute instruments capable of promoting significant advances in the students' reading comprehension levels.