Habilidades de metacognición presentes en los procesos de lectura de los estudiantes de tercer grado de la escuela Camilo Daza (Cúcuta-Norte de Santander).

Abstract

The objective of this research is to identify the present metacognition skills in reading processes in third grade students of the school Camilo Daza. To fulfill the objective the current status of students in developing metacognitive skills related to reading and the factors associated with these skills to propose a set of strategies that can be used to enhance the development of metacognitive skills analyzed. The research had a qualitative approach and involved a sample of 20 boys and 15 girls in the third grade of school Camilo Daza. A diagnostic test was applied to students to inquire about metacognitive skills present in reading and a structured interview to recognize aspects of reading habits and experiences of reading promotion. In addition, an in-depth interview applied to teachers to recognize their pedagogical practices around the formation of readers. The results show a weak development of metacognitive skills in the exercise reader students and this is due to many reasons including the lack of significant pedagogical strategies is the absence of other meta-cognitive skills in the teaching-learning, and the reader little work in homes.