Comprensión y metacomprensión lectora en universitarios. Comparación de dos modalidades de intervención

MONTENEGRO GUEVARA, E.; IRRAZABAL, N.

Educación en contexto

Universidad Nacional Abierta

Año: 2020 vol. VI p. 311 - 335

2477-9296

It seeks to contrast the effects of the training program on metacomprehensive strategies Questioning the Author (QtA), through Intelligent Tutoring Systems (ITS), implemented in two modalities with and without teacher support. University students show difficulties in understanding academic texts and in the conscious application of metacomprehensive strategies in their reading. Computer programs aimed at improving comprehensive skills in students have been developed through IST. An explanatory study was conducted with an experimental in three groups: 1) pre-test, intervention with teaching support, post-test; 2) pre-test, intervention without teacher support and 3) control group. The results indicate that the implementation of reading comprehension improvement programs, assisted by tutorial whether they are human or through IST, are so effective in improving reading comprehension compared to conventional type class.