Resumen
The main objective of this study is to contribute to the design of effective practices in the learning of metacognitive strategies applied to reading comprehension in elementary school students, based on a review of research on experimental or quasi-experimental intervention programs. A total of 531 publications were reviewed, spanning from 2018 to 2023. Only 7 articles that met the defined inclusion criteria and reported their results were identified. These articles demonstrate the limited number of research studies on metacognitive intervention programs for comprehensive reading in school children, as well as the questionable effectiveness of such interventions if other variables that directly impact reading comprehension are not also considered. Finally, the implications for teaching practices identified in the selected intervention programs are reported.
Título traducido de la contribución | Metacognition Intervention Programs to Improve Reading Comprehension in Elementary School: an Exploratory Systematic Review |
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Idioma original | Español |
Número de artículo | e19803 |
Publicación | Revista Colombiana de Educacion |
N.º | 94 |
DOI | |
Estado | Publicada - 2025 |
Keywords
- education
- elementary school
- metacognition
- reading comprehension
- reading strategies