Program of Metacognitive Strategies at the Level of Performance of Critical Reading of Tenth Grade Students of an Educational Institution in Sincelejo, Sucre, Colombia

Abstract

This article presents the results of a study that evaluated the impact of a program of metacognitive strategies, called PlanSuperEva, on the development of critical reading competencies in tenth grade students of the Altos del Rosario Educational Institution, located in Sincelejo Sucre. The objective of the study was to determine whether the implementation of such strategies significantly improves students' ability to identify, analyze, and critically reflect on texts. An action research methodology with a qualitative approach was used, structured in three phases: diagnosis, implementation and evaluation. The results of the closing workshop showed a significant improvement in the three key competencies assessed: identification of local content, understanding of the overall structure of the text and critical reflection. After the intervention, the percentage of correct answers in each competition increased by more than 50%. These findings confirm that the metacognitive approach contributes to the development of critical reading skills, promoting greater autonomy and reflection in the reading process. The conclusions of the study suggest that self-regulation strategies are essential for success in reading learning, and it is proposed to replicate this approach in other educational contexts.