Metacognitive strategies and the development of reading comprehension in students of the 4th grade of primary school of the institution Fe y Alegría 23 of the Ugel 01- San Juan de Miraflores - Lima, 2015

Abstract

This research was problem, the following: What is the relationship between metacognitive strategies and levels of reading comprehension in students with difficulties in the communication area integral of the 4 th grade of School Fe y Alegría 23 from San Juan de Miraflores? The study aimed to determine whether you have regarding metacognitive strategies and reading comprehension levels of students with difficulties in the communication area integral of the 4 th grade of School Fe y Alegría 23 from San Juan de Miraflores

The research was not experimental, descriptive correlational design. The data collection instruments were inventory of metacognitive strategies and reading comprehension test. The study population consisted of 97 students of School Fe y Alegría 23 from San Juan de Miraflores. The representative sample was 38 students in the area of ??integral communication of 4 ° A 4 ° B, 4 ° C and 4 D. 7.9% have a poor level of metacognition, the bad 57.9, 31.6% and 2.6% regular good. The 76.3% have poor reading comprehension level and 23.7% low. It reached the following conclusion: Metacognitive strategies are not related to levels of reading comprehension in students with difficulties in the communication area integral of the 4 th grade of School Fe y Alegría 23 from San Juan de Miraflores.

It is recommended to train teachers of different specialties on programs of metacognitive strategies and implement a program of metacognitive strategies applied to reading comprehension for students with difficulties in the area of ??primary communication.