<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1990-8644</journal-id>
<journal-title><![CDATA[Conrado]]></journal-title>
<abbrev-journal-title><![CDATA[Conrado]]></abbrev-journal-title>
<issn>1990-8644</issn>
<publisher>
<publisher-name><![CDATA[Editorial Universo Sur]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1990-86442021000200062</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Estrategias metacognitivas con la comprensión lectora en estudiantes de educación secundaria]]></article-title>
<article-title xml:lang="en"><![CDATA[Metacognitive strategies with reading comprehension in secondary education students]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Tapia Álvarez]]></surname>
<given-names><![CDATA[José Ramiro]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Unidad de Gestión Educativa Local N° 05  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Perú</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2021</year>
</pub-date>
<volume>17</volume>
<numero>79</numero>
<fpage>62</fpage>
<lpage>68</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_arttext&amp;pid=S1990-86442021000200062&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_abstract&amp;pid=S1990-86442021000200062&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_pdf&amp;pid=S1990-86442021000200062&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN El objetivo del presente artículo de revisión es analizar la incidencia de las estrategias metacognitivas en la comprensión lectora de los estudiantes de educación secundaria. El estudio se efectuó en el marco de la metodología delimitada en la Declaración PRISMA, asimismo, se recuperó información de base de datos como Scopus, Springer, Ebsco, Erick, Redalyc, Scielo, Dialnet, etc., publicados entre los años 2004 y 2020, los mismos que fueron reseñados en una matriz que permitió identificar sus objetivos, diseños, programas instruccionales, resultados y aportes. La identificación, cribado, elegibilidad e inclusión se dio en un periodo de dos meses. De un grupo de 210 estudios explorados, solo se incluyeron 17. Entre los criterios de inclusión, destacan los artículos de investigación y estudios de caso, relacionados con las estrategias metacognitivas y la comprensión lectora de estudiantes de educación secundaria. Por otro lado, entre los criterios de exclusión se han considerado aquellos que no reúnen el rigor científico, que presentan inconsistencias metodológicas o cuya relación no guardan correspondencia con las categorías de estudio. Los resultados muestran que las intervenciones de estrategias metacognitivas demuestran efectividad en el mejoramiento de la comprensión lectora de los estudiantes del nivel secundaria.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT 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.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Metacognición]]></kwd>
<kwd lng="es"><![CDATA[comprensión lectora]]></kwd>
<kwd lng="es"><![CDATA[estrategias]]></kwd>
<kwd lng="es"><![CDATA[planificación]]></kwd>
<kwd lng="es"><![CDATA[monitoreo y evaluación]]></kwd>
<kwd lng="en"><![CDATA[Metacognition]]></kwd>
<kwd lng="en"><![CDATA[reading comprehension]]></kwd>
<kwd lng="en"><![CDATA[strategies]]></kwd>
<kwd lng="en"><![CDATA[planning]]></kwd>
<kwd lng="en"><![CDATA[monitoring and evaluation]]></kwd>
</kwd-group>
</article-meta>
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