Metacognitive Strategies in Digital Environments for Students with Poor Reading Comprehension

Metacognitive Strategies in Digital Environments for Students with Poor Reading Comprehension

This research attempts to determine the impact of metacognitive strategies in digital environments among 85 students, aged 10 to 13 years, who obtained poor reading comprehension scores in the 2018 PISA tests. A control group (52 participants) and experimental group (53 participants) were formed, an...

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Autores principales: Novoa-Castillo, Pedro Félix, Uribe-Hernandez, Yrene Cecilia, Garro-Aburto, Luzmila Lourdes, Cancino-Verde, Rosalinn Francisca
Formato: Online
Lenguaje:spa
Publicado: Universidad Autónoma de Baja California. Instituto de Investigación y Desarrollo Educativo 2021
Acceso en línea:https://redie.uabc.mx/redie/article/view/3953
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spelling redie-article-39532024-05-08T19:09:34Z Metacognitive Strategies in Digital Environments for Students with Poor Reading Comprehension Estrategias metacognitivas en entornos digitales para estudiantes con baja comprensión lectora Novoa-Castillo, Pedro Félix Uribe-Hernandez, Yrene Cecilia Garro-Aburto, Luzmila Lourdes Cancino-Verde, Rosalinn Francisca comprensión lectura entorno educacional estrategias educativas comprehension reading learning environment educational strategies This research attempts to determine the impact of metacognitive strategies in digital environments among 85 students, aged 10 to 13 years, who obtained poor reading comprehension scores in the 2018 PISA tests. A control group (52 participants) and experimental group (53 participants) were formed, and for one academic semester, only the experimental group worked on metacognitive strategies in digital environments (based on the reading awareness scale ESCOLA). The results showed significant differences between the two groups, in favor of the experimental group, indicating that metacognitive strategies in digital environments significantly improve reading comprehension. La investigación buscó establecer la incidencia que tienen las estrategias metacognitivas en entornos digitales en 85 estudiantes de 10 a 13 años que obtuvieron bajos niveles de comprensión lectora en las Pruebas PISA de 2018. Se conformó un Grupo Control (52 participantes) y un Grupo Experimental (53), y sólo con el Experimental se trabajó durante un semestre académico con las estrategias metacognitivas en entornos digitales (basadas en la Escala de conciencia lectora ESCOLA). Los resultados arrojaron diferencias significativas entre ambos grupos, a favor del grupo Experimental, demostrando que las estrategias metacognitivas en entornos digitales mejoran significativamente la comprensión lectora. Universidad Autónoma de Baja California. Instituto de Investigación y Desarrollo Educativo 2021-12-20 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion text/html application/pdf text/xml https://redie.uabc.mx/redie/article/view/3953 10.24320/redie.2021.23.e28.3953 Revista Electrónica de Investigación Educativa; Vol. 23 (2021); 1-34 Revista Electrónica de Investigación Educativa; Vol. 23 (2021); 1-34 1607-4041 spa https://redie.uabc.mx/redie/article/view/3953/2192 https://redie.uabc.mx/redie/article/view/3953/2162 https://redie.uabc.mx/redie/article/view/3953/2169 Derechos de autor 2021 Pedro Félix Novoa-Castillo, Yrene Cecilia Uribe-Hernandez, Luzmila Lourdes Garro-Aburto, Rosalinn Francisca Cancino-Verde https://creativecommons.org/licenses/by-nc/4.0
institution REDIE
collection OJS
language spa
format Online
author Novoa-Castillo, Pedro Félix
Uribe-Hernandez, Yrene Cecilia
Garro-Aburto, Luzmila Lourdes
Cancino-Verde, Rosalinn Francisca
spellingShingle Novoa-Castillo, Pedro Félix
Uribe-Hernandez, Yrene Cecilia
Garro-Aburto, Luzmila Lourdes
Cancino-Verde, Rosalinn Francisca
Metacognitive Strategies in Digital Environments for Students with Poor Reading Comprehension
author_facet Novoa-Castillo, Pedro Félix
Uribe-Hernandez, Yrene Cecilia
Garro-Aburto, Luzmila Lourdes
Cancino-Verde, Rosalinn Francisca
author_sort Novoa-Castillo, Pedro Félix
title Metacognitive Strategies in Digital Environments for Students with Poor Reading Comprehension
title_short Metacognitive Strategies in Digital Environments for Students with Poor Reading Comprehension
title_full Metacognitive Strategies in Digital Environments for Students with Poor Reading Comprehension
title_fullStr Metacognitive Strategies in Digital Environments for Students with Poor Reading Comprehension
title_full_unstemmed Metacognitive Strategies in Digital Environments for Students with Poor Reading Comprehension
title_sort metacognitive strategies in digital environments for students with poor reading comprehension
description This research attempts to determine the impact of metacognitive strategies in digital environments among 85 students, aged 10 to 13 years, who obtained poor reading comprehension scores in the 2018 PISA tests. A control group (52 participants) and experimental group (53 participants) were formed, and for one academic semester, only the experimental group worked on metacognitive strategies in digital environments (based on the reading awareness scale ESCOLA). The results showed significant differences between the two groups, in favor of the experimental group, indicating that metacognitive strategies in digital environments significantly improve reading comprehension.
publisher Universidad Autónoma de Baja California. Instituto de Investigación y Desarrollo Educativo
publishDate 2021
url https://redie.uabc.mx/redie/article/view/3953
_version_ 1798984264514011136

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