Metacognitive strategies and development of reading comprehension. Case: Second Grade High School students. Educational Institution No. 3711 Fe y Alegría No. 12. Puente Piedra. Lima
DOI:
https://doi.org/10.47865/igob.vol6.n22.2023.250Keywords:
Estrategias Metacognitivas, desarrollo de la comprensión lectoraAbstract
One of the most recognized problems in the educational field is the lack of strategies to achieve a good reading comprehension in the literal, inferential and criterial fields. That is why we decided to carry out a study to establish the relationship between metacognitive strategies and the development of reading comprehension. Our research was carried out with a quantitative approach, a hypothetical deductive method of a basic level correlational design. The sample was from and was carried out through the analysis of two questionnaire-type instruments validated by 3 expert juries and reliability was measured using Cronbach's alpha. Hypothesis contrast tests were performed using Spearman's Rho statistical test. Finally, it is obtained that the metacognitive strategies have a significant relationship for the development of reading comprehension, since a level of significance and a measured correlation were found in the second grade students of the Fe y Alegría N. 12. Lima.
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