Metacognitive Strategies: Scaffolding of Reading Comprehension

Abstract

Within the perspective of the present article the multiple metacognitive strategies are configured, whose structures articulate the gears where the processes of reading comprehension of the eighth students of IE Gonzalo Jiménez Navas de Floridablanca are energized and strengthened. For this purpose, an institutional diagnosis of the ICFES results was carried out, historical Tests Saber 9º: 2013-2014-2015; and thus the ISCE analysis of EI. Then a diagnostic test of comprehension was applied, as well as a survey of the use of learning strategies from the ACRA test; Then it was necessary to intervene pedagogically with activities of reading comprehension mediated by metacognitive strategies, whose methodology was designed from Classroom Pedagogical Projects (PPA) with significant variants, given the process of reflection and continuous adjustment demanded by observation in action research.