Resumen

RODRIGUES, Marisa Cosenza; ALVES, Marília Aparecida Pontes; ALMEIDA, Rafaela Duque de  y  SILVA, Renata de Lourdes Miguel da. Intervention in cognitive and metacognitive reading skills in Education Program Tutorial – PET students. Psicol. teor. prat. [online]. 2014, vol.16, n.1, pp.181-190. ISSN 1516-3687.

Reading comprehension is essential for quality academic education. The aim of this study was to evaluate the effect of a program aimed at promoting the development of cognitive and metacognitive reading strategies in 11 students of the Psychology course, with scholarships on the Tutorial Education Program. These students were pre- and post-assessed by the metacognitive reading strategies scale (university format). The program involved 12 weekly meetings, totaling 24 hours based on a combination of three pillars of metacognitive strategies – AIM, K-W-L and K-W-L PLUS. Higher averages were found in the post-evaluation, with significant results for the three factors that make up the scale (global, support and problem solving), as well as for the overall score. The data suggests better use of cognitive and metacognitive reading strategies after the intervention, highlighting the importance of such studies with university students.

Palabras clave : reading comprehension; university students; intervention studies; metacognition; fostering.

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