TAPIA ALVAREZ, José Ramiro. Metacognitive strategies with reading comprehension in secondary education students. []. , 17, 79, pp. 62-68.   02--2021. ISSN 1990-8644.

The objective of this review article is to analyze the impact of metacognitive strategies on the reading comprehension of high school students. The study was carried out within the framework of the methodology defined in the PRISMA Declaration. Information was also recovered from databases such as Scopus, Springer, Ebsco, Erick, Redalyc, Scielo, Dialnet, etc., published between 2004 and 2020, which were reviewed in a matrix that allowed the identification of their objectives, designs, instructional programs, results and contributions. The identification, screening, eligibility and inclusion took place over a period of two months. Out of a group of 210 studies explored, only 17 were included. Among the inclusion criteria, research articles and case studies related to metacognitive strategies and reading comprehension of high school students stand out. On the other hand, among the exclusion criteria, those that do not meet scientific rigor, that present methodological inconsistencies or whose relationship does not correspond to the study categories were considered. The results show that the interventions of metacognitive strategies demonstrate effectiveness in the improvement of reading comprehension of students at the secondary level.

: Metacognition; reading comprehension; strategies; planning; monitoring and evaluation.

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