Abstract:

One of the key competencies that teachers must know to pass on to his students are abilities or skills metacognitive which alluded to the organic law of education (LOE) in Spain (MEC, 2006) under the heading "learning to learn". Among the various metacognitive skills, reading metacomprehension is considered necessary to become a strategic reader competition. A strategic reader is the one that efficiently uses their cognitive resources to achieve a proper understanding of the texts by extracting them all relevant information. The specific training in the planning, monitoring and evaluation processes that make up the metacomprehension combined with variable person, task and text, has allowed us to observe a significant improvement in reading performance on a sample of secondary education students selected by the important gap in comprehension with respect to their reference group. This work, through the combined use of quantitative techniques and qualitative techniques (i.e. mixed method research) applied to the outputs generated by the students during the training, assess not only the effectiveness of the training, but also the quality and depth of the textual productions of the students from a semantic approach that also integrates the necessary perspective provided from the “Theory of Enunciation or Text Pragmatics”. Discusses the utility of combining both types of methodologies, qualitative and quantitative to obtain a more complete and global analyzed problem view.

Keywords:

Metacognition, reading metacomprehension, pedagogic intervention, mixed-methods research.