Resumen

ROMERO SALDARRIAGA, Miriam et al. Metacognitive strategies to enhance reading in elementary level students. uct [online]. 2024, vol.28, n.122, pp.83-91.  Epub 12-Sep-4024. ISSN 1316-4821.  https://doi.org/10.47460/uct.v28i122.794.

Metacognitive strategies are revealed as fundamental elements to promote reading comprehension, a skill of vital importance in the learning process. The objective of this study is to analyze the impact of these techniques on elementary school students from an educational institution in Ecuador. The research, based on a qualitative approach with a hermeneutic phenomenological design, included the active participation of students, teachers, and administrators. Data collection was carried out through various tools, such as reading comprehension tests, self-regulation questionnaires, interviews, classroom observations, and notebook analysis. The results show that fostering metacognitive strategies contributes significantly to strengthening students' reading comprehension. The reconsideration of the educational paradigm through these strategies can foster student self-regulation, and the findings suggest a potential for raising critical thinking skills and improving educational quality as a whole.

Palabras clave : learning; reading comprehension; metacognitive strategies.

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