Citas bibligráficas
Quintana, R., (2019). Estrategias metacognitivas y su relación con la comprensión lectora en alumnos de 5° de primaria de la I.E. 00500 del distrito de Soritor – 2018 [Tesis, Universidad Nacional de San Martín. Fondo Editorial]. http://hdl.handle.net/11458/3628
Quintana, R., Estrategias metacognitivas y su relación con la comprensión lectora en alumnos de 5° de primaria de la I.E. 00500 del distrito de Soritor – 2018 [Tesis]. PE: Universidad Nacional de San Martín. Fondo Editorial; 2019. http://hdl.handle.net/11458/3628
@mastersthesis{renati/1057460,
title = "Estrategias metacognitivas y su relación con la comprensión lectora en alumnos de 5° de primaria de la I.E. 00500 del distrito de Soritor – 2018",
author = "Quintana Herrera, Ramiro",
publisher = "Universidad Nacional de San Martín. Fondo Editorial",
year = "2019"
}
At present, organized society has individuals incapable of effectively processing the information they use on a daily basis, due to the lack of self-regulatory reading strategies. Within this framework, this research work aimed to determine the relationship between metacognitive strategies and reading comprehension in students of the 5th grade of primary school at I.E. 00500 of the district of Soritor - 2018. There was a need to characterize reading comprehension at the semantic level and metacognitive strategies at the planning, monitoring, and evaluation levels. The research was basic, at a descriptive level and had transectional correlational design. The information was taken in a "single moment, in a single time". Two instruments were applied: the reading consciousness scale (ESCOLA-28A) and the Revised Reading Processes evaluation battery (PROLEC-R) to a sample of 100 schoolchildren. The results were analyzed and discussed, linking first with the problem and the formulated objectives, and second with the theoretical framework, coming to determine that the level of management of the metacognitive strategies is related to their ability to better understand the texts. It has been found that children with better self-regulated strategies have had a better reading performance.
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