Conciencia metacognitiva de estrategias de lectura y comprensión percibida en bachillerato

The present study analyzed the relationship between metacognitive awareness of reading strategies and perceived comprehension in high school students, due to the relevance of these processes for reading performance in the face of complex academic texts. Objective: It identified the levels of metacognitive awareness, described the degree of perceived comprehension, and established the relationship between both variables. Methodology: A quantitative approach was developed, with a non-experimental, cross-sectional, and correlational design, in a sample of 195 students selected through non-probability sampling; for data collection, the MARSI inventory and a reading comprehension scale designed and validated for the research (α = 0.976) were used. Results: Medium levels were evidenced in both metacognitive awareness (M = 90.00; SD = 33.38) and perceived reading comprehension (M = 79.92; SD = 27.63); moreover, a very high positive correlation was identified between both variables (r = 0.818; p < 0.01), indicating that a greater conscious use of reading strategies was associated with better levels of literal, inferential, critical comprehension, and metacognitive regulation. Conclusions: It was concluded that the systematic development of metacognitive strategies during reading was fundamental to strengthening autonomy, reflection, and reading competence in high school, with practical implications for the design of pedagogical interventions aimed at improving comprehension and self-regulation of learning.