Metacognition as a Key to Raising the Level of Reading Comprehension in Primary School Students

This article presents the results of the application of a training program in metacognitive strategies in increasing the level of reading comprehension in students of the fourth grade of Regular Basic Education of a school in Peru. For this research, the pre-experimental design with pretest and posttest in a single group was selected. The results that were reached were that the applied intervention program was effective in increasing the level of reading comprehension and this is shown with statistically significant differences after applying the pre and post-test. The main conclusions to which they derived were that, thanks to the training program in metacognitive strategies, the development of reading comprehension skills was obtained, such as identifying main ideas and drawing valid inferences from a text before, during and after the reading process. In addition, metacognitive skills such as planning, monitoring and evaluation in the process were automated.