Sociometacognitive Program for the Improvement of Critical Reading in Secondary Education

Abstract

Critical reading competence is currently one of the biggest problems in Colombian Education. In this sense, the results of a research that determined the impact of a program of sociometacognitive strategies are presented. The research took a mixed approach with action research and pre-experimental research. A working study group was created to determine the characteristics of the pedagogical strategy and entry and exit tests were applied that allowed comparing the performance levels of students in critical reading before and after the intervention. The results show that the teaching of critical reading from the sociometacognitive perspective contributes to strengthen the competences to identify the local contents of the text, establish a relationship between the parties to account for the overall content, as well as reflecting on a text and evaluating its content. In this way, the perspective favors the understanding of micro, macro and textual superstructures.