The present study was quantitative, interventional, with a quasi-experimental design and aimed to increase reading comprehension in students of the V Cycle of the I.E. N° 50171 "Divine Master of Choquecancha", in Cusco in 2016, through the application of metacognitive strategies in the teaching processes. The study population was 92 students and the sample of 40 students, distributed in the experimental group (20) and the control group (20), the type of sampling was convenience. For data collection, the observation technique was used, and the instruments were validated by expert judgment. They were applied before and after the implementation of metacognitive strategies, to both groups. The pre and posttest consisted of the application of the parallel forms of the Reading Comprehension Test of Progressive Linguistic Complexity. Based on the results obtained in the research, it was possible to affirm that the application of metacognitive strategies was fully effective in improving reading comprehension in students, thus empirically demonstrating the hypothesis raised in the research.

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