Metacognitive Strategies for Reading Comprehension in Basic Education Students

Abstract

The objective of this review article was to determine how metacognitive strategies improve reading comprehension in Basic Education students, for which it was proposed to search for and select the recent scientific investigations regarding metacognitive strategies and reading comprehension. Sixty papers published between 2015 and 2020 in indexed journals that address metacognitive strategies and reading comprehension were analyzed. For the choice of articles, four tables were used aligned to what was established in the flow diagram of the Prisma protocol. It was found that 70% of articles were based on metacognition theory, 15% on constructivist theory and the other 15% on other theories. It was evidenced that 50% of the studies belong to South America, while 25% to Asia and 25% to Europe. Metacognitive strategies help improve reading comprehension in elementary school students, favor self-regulation during the reading process. The role of teachers is very important for the use of appropriate and diverse strategies, techniques in order to strengthen learning and reading comprehension. The problem of reading comprehension is also manifested in the study of foreign languages. The application of metacognitive strategies programs or workshops highly favored reading comprehension, and their application in the reading development phases were planning, supervision and evaluation, which helped to significantly improve the comprehension of texts.

EFL students’ preferences on metacognitive reading strategies within an extensive reading program

“…To obtain a thorough understanding of the book and determine the story's implications, the students thoroughly examined the elements of the text, then made guesses about its context. Thus, it affected students' comprehension abilities and achieved the goal of generating meaning from context (Navarro, 2021).…”

The Influence of Metacognitive Strategies Towards Students’ Reading Comprehension

“…Tasya Putri Nur Annisa 1) , Nani Ronsani Thamrin 2) , Erwin Oktoma ,3) 1,2,3) University of Kuningan, Jawa Barat, Indonesia The purpose of this research is to ascertain the impact of metacognitive methods on students' reading comprehension as well as the attitudes of students about their usage. According to (Navarro, 2021), metacognition is the awareness of and control over one's own thinking and learning processes. Quantitative research is carried out using an experimental research design.…”

Círculos de Enseñanza como estrategia para mejorar la comprensión lectora

“…En el aula, estos problemas se manifiestan con aburrimiento y comportamientos disruptivos (Center for Mental Health in Schools, 2008, en Williams, 2014Turunen et al, 2019, Turunen et al, 2021 que afectan el clima de aula y el trabajo pedagógico del docente. Para abordar esta situación, se han formulado distintas propuestas de mejora, tales como la lectura sostenida silenciosa (O'Brien, 2020;Uwayo, 2019;Williams, 2014), la implementación de estrategias cognitivas y metacognitivas (Aragón y Caicedo, 2009;Castrillón, Morillo y Restrepo, 2020;Corrales, Medina y Suárez, 2018;Tamayo, 2021), que están implicadas en el proceso de lectura y la elección por parte de los estudiantes del texto que van a leer (Nevo y Vaknin, 2020;Williams, 2014), aumentan la motivación y se asocian con mayores puntuaciones en las pruebas estatales (Ivey y Johnston, 2011, en Morgan y Wagner, 2013).…”