| Revista INFAD 2012 |
ISSN EDICIÓN EN PAPEL: 0214-9877 |
| Nº1, Vol. 2, pp. 195-202 | doi: en trámite |
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Metacognición y comprensión lectora: conocimiento y uso de estrategias
Olga Arias-Gundín / Raquel Fidalgo / Patricia Robledo. pp. 195-202
Abstract
The finding of research into metacognitive knowledge about reading task, reading strategies, and the skills they require show that children’s difficulties may, among other things, be related to their lack of explicit knowledge of the cognitive requirements of text comprehension. Thereby it is necessary to instruct both in metacognitive strategies knowledge such as in using them to improve reading comprehension in those students who have difficulties. The purpose of the following review is to analyse the instructional programs in metacognitive strategies in reading that have been most effective in last years. The programs analysed are: Concept-Oriented Reading Instruction (CORI), Question Answer Realtionship (QAR), TWA (Thinking before reading, think While reading, think After reading), Communicative Reading Strategies (CRS) and Informed Strategies for Learning (ISL). The implementation of all programs suggest that students improve their reading skills regardless of the metacognitive strategy focused.
Keywords: Metacognitive strategies, instructional program, reading comprehension, readingdisabilities, instruction.
