Metacognitive Strategies for Improving Students’ Reading Skills

Abstract

This paper describes the critical situation that upper-level students present in relation to reading comprehension skills of academic texts in theEnglish language. The aim was to identify the effects of the application of metacognitive strategies in reading comprehension as a teaching model proposal. After the completion of the treatment, a post-test was applied to the control and the experimental groups, and the results showed a significant positive difference from the results obtained in the pre-test by the experimental group. The statistical tests showed that the metacognitive strategies improved significantly the reading skills in the students who applied them compared to those who did not; therefore, the research hypothesis was accepted.