Resumen

TABER DE LA CRUZ, Yessikha Orielle et al. Metacognitive reading strategies in learning in the area of communication in secondary school. Horizontes Rev. Inv. Cs. Edu. [online]. 2022, vol.6, n.25, pp.1637-1648.  Epub 30-Sep-2022. ISSN 2616-7964.  https://doi.org/10.33996/revistahorizontes.v6i25.442.

There is a low reading level in Latin American countries, part of this problem stems from the few or no reading comprehension strategies applied in basic education schools. Therefore, the purpose of the present research is to determine the relationship of metacognitive reading strategies on academic performance in the area of communication in fifth year high school students of an educational institution in San Vicente-Cañete. The design is non-experimental, cross-sectional, descriptive-correlational, basic type, hypothetical-deductive method; the sample was non-probabilistic and census, which consisted of 51 students. For data collection, a questionnaire measuring metacognitive reading strategies was used as an instrument, which was validated by means of expert judgment, and its reliability was estimated by calculating Cronbach's alpha. It was concluded that with a Pearson correlation coefficient r = 0.705, with a p_ value = 0.000 < 0.05, that there is a high, statistically significant and positive relationship between metacognitive reading strategies and academic performance in the area of communication.

Palabras clave : Global reading; Problem solving; Reading support; metacognition.

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