Estrategias metacognitivas para la comprensión lectora. Una revisión sistemática

Abstract

The aim of this study is to describe metacognitive strategies for reading comprehension through a systematic literature review. The results indicated that metacognitive techniques effectively improve reading comprehension among elementary school students aged 7 to 12. The methodology involved a descriptive approach, using the PRISMA 2020 model to establish process standards. The search strategy consisted of five academic databases known for their broad subject coverage: Scopus, ProQuest, Springer, Taylor & Francis, and Google Scholar. The publication period was from 2020 to 2025 to gather relevant and up-to-date evidence. The research indicates that metacognitive techniques are an effective approach to improving reading comprehension in elementary school children aged 7 to 12. These tactics focus on planning, monitoring, and evaluating the reading process, actively implementing them before, during, and after reading through methods such as goal setting, activating prior knowledge, formulating questions, drawing conclusions, summarizing, and self-assessing comprehension. The results indicate that the most significant benefits were observed in children in grades three through six, particularly those aged 9 to 11, although improvements were also seen in younger children when the tactics were adapted to their cognitive development. The strategies worked especially well for children with reading difficulties, helping them to monitor the reading process and identify errors. Longer-term interventions had more lasting effects, improving literal, inferential, and critical comprehension, as well as reading motivation and independence.