bachelorThesis
Comprensión de lectura y metacognición en jóvenes, una herramienta para el éxito en la comprensión de lectura : estudio descriptivo exploratorio en niños de once a trece años de edad que cursan primero de bachillerato, pertenecientes al Colegio Gimnasio Los Robles de Bogota D.C.
Autor
Maldonado Clavijo, Yuly Marcela
Sánchez Abril, María Cristina
Institución
Resumen
Reading as a cognitive activity, involves a series of mental processes and strategies that students must master in order to understand and make conscious these strategies, using them as an instrumental for the acquisition of new knowledge that most cases are manifested as school. Today the problems of reading comprehension of young students who are due to inefficiencies in the use of strategies during the reading process, showing a mechanical and rote learning based on the decoding of written signs. Thus metacognition is configured as an alternative solution, based on the control that is the subject of their skills or cognitive processes of thinking and the ability to give and to realize these processes to read, through management strategies for each moment of the reading process (Baker and Brown, 1981; Flavell, 1976). Therefore the reading comprehension and metacognition in young people is addressed to the explicit teaching of metacognitive strategies to improve reading comprehension