Metacognition and reading comprehension: from educational intervention to psychopedagogical training

Abstract

The present study provides a substantive analysis of metacognitive strategies and their impact on reading comprehension, highlighting their relevance in regulating the cognitive processes involved in reading. Within this framework, the study is aligned with the research project “Use of Artificial Intelligence for Teaching English in Public Institutions,” aiming to contribute, from a complementary perspective, to the enhancement of learning processes. The objective was to implement a metacognitive instructional strategy aimed at fostering reading comprehension among tenth-grade students in General Basic Education, as well as to reflect on its contributions to the teaching of Communication and Language in the training of future Psychopedagogy professionals. Methodologically, the study was conducted under a concurrent mixed-methods approach with a descriptive scope; at the theoretical level, analysis and synthesis methods were employed to support the teaching–learning process from a metacognitive perspective, while at the empirical level, surveys and interviews were administered to a non-probabilistic sample of administrators, teachers, and students, allowing for the diagnosis of pedagogical practices associated with the reading process. The findings revealed limitations in reading motivation and in the stimulation of metacognitive processes such as planning, monitoring, and evaluation during reading activities; however, the partial implementation of the instructional strategy made it possible to observe initial improvements in text comprehension and self-regulation of learning. These findings confirm the relevance of integrating metacognitive strategies into reading instruction and constitute a significant pedagogical reference for the teaching of Communication and Language in the education of future Psychopedagogy professionals.