Estrategias metacognitivas para hacer de la lectura un proceso activo en niños de educación general básica

Abstract

Abstract: The present research work entitled: Metacognitive strategies to make reading an active process in children of basic general education, belonging to the Enriqueta de Wind de Laniado school, aimed to strengthen the control of reading comprehension processes through the application of metacognitive strategies. For the collection of information, the standardized test PROLEC-R was used, which has been processed using statistical tables in Excel that facilitate its understanding and explanation. In the development of the research, a mixed methodology with a descriptive and qualitative nature was used, which adjusts to the needs of this work and to the fulfillment of the objectives. In order to correct the shortcomings in terms of recognition of syllables, words, pseudowords and reading comprehension, an inverted class strategy has been developed with the creation of a podcast, using computerized technologies that allow the child to learn by playing, so it is recommended that be applied at school as an institutional policy to improve reading comprehension.