Comprensión lectora y funcionamiento metacognitivo en estudiantes universitarios

This study establishes a relation between metacognitive functioning and comprehension level of university students when reading scientific articles. The 33 psychology students who participated in the study, read and reported on two types of scientific articles. Their reading and writing processes was video taped. Their performances are categorized based on levels of planning and monitoring-control, ranging from non-regulated to highly self-regulated. Their reading comprehension is evaluated in terms of integration levels. The study found a significant and positive correlation between metacognitive functioning and comprehension levels. The higher the metacognitive function level, the greater the reading comprehension level. The reading comprehension level, and the lower the metacognitive level, the lower the reading comprehension level.