Conocimiento de estrategias de lectura y metacomprensión

Abstract

A brief defense in favour of the term “strategic behaviour” instead of “strategy”is made. After an historical review of the notion of “reading”, we acknowledge that now-a-days most of reading specialists coincider it a strategic cognitive process. With the impact of Flavell’s concept of metacognition, the question, whether to consider strategies as conscious and deliberate activities, arises. Mention is made of the distinction between metacognitive knowledge and metacognitive activity and a sample of the multichoice questionnaire used to measure metacomprehensive knowledge is shown. This questionnaire was given both to Argentinian and Chilean students attending elementary and secondary schools. The results show great similarity from the developmental point of view, with a constant but small advantage on the part of the Argentinian, especially at the eighth school-level, which is an elementary grade in Chile and secondary in Argentina.