Reading comprehension in the university context

Abstract

From a positivist view of education, part of the Venezuelan universities have been working on the amount of knowledge to impart, without prioritizing how knowledge comes to the participant or what skills, strategies, styles and skills needed when learning. Beyond that, how to intervene to improve those skills with a metacognitive training for reading comprehension. Thus, in the Valle University Momboy took out the design and implementation of a Metacognitive Training Program for Reading aimed at students. The program in question, followed the guidelines of the systemic model in which whoever reads should be questioned about their own understanding, relate what they learn to their personal collection, interrogated about his knowledge, how to reach it, how to transfer what they have learned to specific situations. To this end, a quantitative methodology that allowed
us to detect the lack of metacognitive strategies by students who participated in the study were followed. Upon application of a validated instrument, the results show weaknesses in the use of metacognitive strategies for reading comprehension in the phases of planning, monitoring and evaluation. The manifest shortcomings invite the design, implementation, monitoring, control and adjustment of activities advocated significant changes in the strategic awareness for reading comprehension. Thus, in response to identified needs a model that provides guidance for the program in question, for the development of this academic competition as essential to foster critical thinking relevant to university context arises.