Metacognitive strategies in reading comprehension

Abstract

The purpose of this research is to present the results obtained through a foster application of metacognitive strategies in reading comprehension. It looks to determine if there is a relationship between metacognition and reading comprehension. Due to its importance this research will find its social and educational basis. A review and an investigation background on Metacognition and reading comprehension will lead the research. A pedagogical schema was applied based on three fundamental stages: before, during and after. The data was collected through previous surveys to evidence if students were familiar with metacognitive strategies, then metacognitive strategies were introduced to the population so they could apply them during the reading process. Finally, the data collected served as a point of comparison between what students used to know and what they knew by then. A significant percentage of positive improvement was found leading it to conclude that Metacognition has a relationship with Reading comprehension, despite of being an ambiguous way to learn since the process is focused more on the student than the teacher