Estrategias metacognitivas para el desarrollo de la comprensión lectora en estudiantes con dificultades en el aprendizaje

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dc.contributor.authorCaicedo González, Arihanys Yanina
dc.date.accessioned2026-03-20T16:58:13Z
dc.date.available2026-03-20T16:58:13Z
dc.date.issued2025-03-15
dc.descriptionReading comprehension is an essential skill for learning in primary education. Persistent difficulties in interpreting narrative and informational texts were identified among sixth-grade students at the José Muñoz M. School, located in La Mesa, Veraguas, a situation that directly impacts their academic performance. Given this scenario, the research analyzed the influence of metacognitive strategies on the development of reading comprehension in students with learning difficulties. To this end, three objectives were formulated: to describe the metacognitive strategies present in teaching practice, to evaluate reading comprehension levels using psychoeducational instruments, and to propose pedagogical guidelines tailored to the needs of the group. The study adopted a quantitative approach, with a non-experimental, cross sectional, and descriptive design, using surveys administered to teachers and students, as well as the application of the standardized C.L.P. Parallel Forms test, which allowed for the measurement of reading performance in various subprocesses. The results showed that the majority of students performed at the Adequate and Superior levels, although a smaller percentage demonstrated Basic and Emerging performance, characterized by weaknesses in inference and text synthesis. Furthermore, a limited and unsystematic use of metacognitive strategies was observed in the classroom.
dc.description.abstractLa comprensión lectora constituye una habilidad esencial para el aprendizaje en la educación primaria. En los estudiantes de sexto grado de la Escuela José Muñoz M., ubicada en La Mesa, Veraguas, se identificaron dificultades persistentes para interpretar textos narrativos e informativos, situación que repercute de manera directa en su desempeño académico. Ante este escenario, la investigación analizó la incidencia de las estrategias metacognitivas en el desarrollo de la comprensión lectora en estudiantes con dificultades de aprendizaje. Para ello, se formularon tres objetivos: describir las estrategias metacognitivas presentes en la práctica docente, evaluar los niveles de comprensión lectora mediante instrumentos psicopedagógicos y proponer orientaciones pedagógicas ajustadas a las necesidades del grupo. El estudio adoptó un enfoque cuantitativo, con un diseño no experimental, transeccional y descriptivo, utilizando encuestas dirigidas a docentes y estudiantes, además de la aplicación de la prueba estandarizada C.L.P. Formas Paralelas, lo que permitió medir el desempeño lector en varios subprocesos. Los resultados mostraron que la mayoría de los estudiantes se ubicó en niveles adecuado y superior, aunque un porcentaje menor evidenció desempeños básico y emergente, caracterizados por debilidades en inferencias y síntesis textual. Asimismo, se observó un uso limitado y poco sistemático de estrategias metacognitivas en el aula. Las conclusiones indican que las estrategias metacognitivas especialmente la planificación, el monitoreo y la evaluación favorecen el desarrollo de la comprensión lectora cuando se aplican de manera guiada y continua. El estudio propone un conjunto de orientaciones pedagógicas que fortalecen dichas prácticas y responden directamente a las necesidades detectadas en la población estudiada.
dc.description.sponsorshipReading comprehension is an essential skill for learning in primary education. Persistent difficulties in interpreting narrative and informational texts were identified among sixth-grade students at the José Muñoz M. School, located in La Mesa, Veraguas, a situation that directly impacts their academic performance. Given this scenario, the research analyzed the influence of metacognitive strategies on the development of reading comprehension in students with learning difficulties. To this end, three objectives were formulated: to describe the metacognitive strategies present in teaching practice, to evaluate reading comprehension levels using psychoeducational instruments, and to propose pedagogical guidelines tailored to the needs of the group. The study adopted a quantitative approach, with a non-experimental, cross sectional, and descriptive design, using surveys administered to teachers and students, as well as the application of the standardized C.L.P. Parallel Forms test, which allowed for the measurement of reading performance in various subprocesses. The results showed that the majority of students performed at the Adequate and Superior levels, although a smaller percentage demonstrated Basic and Emerging performance, characterized by weaknesses in inference and text synthesis. Furthermore, a limited and unsystematic use of metacognitive strategies was observed in the classroom.
dc.identifier.urihttps://repositorio2.udelas.ac.pa/handle/123456789/1552
dc.language.isoes
dc.publisherUniversidad Especializada de las Américas
dc.subjectcomprensión lectora
dc.subjectdificultades de aprendizaje
dc.subjectestrategias metacognitivas
dc.subjectlectura
dc.subjectregulación cognitiva
dc.subjectreading comprehension
dc.subjectlearning difficulties
dc.subjectmetacognitive strategies
dc.subjectreading
dc.subjectcognitive regulation
dc.titleEstrategias metacognitivas para el desarrollo de la comprensión lectora en estudiantes con dificultades en el aprendizaje
dc.typeThesis

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