Estrategias metacognitivas en la lectura académica: Percepción del estudiante universitario desde un enfoque fenomenológico

• Abstract
• Abstract

Metacognitive strategies are directly related to reflection on the learning process itself, in the academic context, these techniques allow students on the ground to plan, but also supervise and evaluate their reading comprehension. The objective of the study is to analyze the interconnection of metacognitive strategies in academic reading according to the perception of a university student, from a phenomenological approach. The qualitative approach, interpretative, phenomenological paradigm. To collect information as techniques, semi-structured interviews will be used. The results demonstrate that metacognitive strategies bring benefits to the university academic community in terms of structure, understanding and retention of information. A variety of metacognitive strategies were observed in academic reading, among them, the highlights, the summaries, the conceptual maps and the recordings. It is concluded that the contextualized implementation of metacognitive strategies, considering individual and disciplinary needs, emerges as a key factor in optimizing reading comprehension in academic environments.

Metacognitive strategies are directly related to reflection on the learning process itself, in the academic context, these techniques allow students on the ground to plan, but also supervise and evaluate their reading comprehension. The objective of the study is to analyze the interconnection of metacognitive strategies in academic reading according to the perception of a university student, from a phenomenological approach. The qualitative approach, interpretative, phenomenological paradigm. To collect information as techniques, semi-structured interviews will be used. The results demonstrate that metacognitive strategies bring benefits to the university academic community in terms of structure, understanding and retention of information. A variety of metacognitive strategies were observed in academic reading, among them, the highlights, the summaries, the conceptual maps and the recordings. It is concluded that the contextualized implementation of metacognitive strategies, considering individual and disciplinary needs, emerges as a key factor in optimizing reading comprehension in academic environments.