Reading comprehension and its relationship with the use of metacognitive reading strategies in university students
Abstract
This descriptive and correlational research aimed to determine if there is a relationship between reading comprehension and the use of metacognitive reading strategies in a group of 90 students from a private university in northeastern Mexico. According to the results, there is a significant relationship between reading comprehension and metacognitive reading strategies in university students, the best predictor model of reading comprehension being the one formed by support strategies and problem-solving strategies. It was also observed that there is a negative correlation between reading comprehension and the reading support strategies dimension. Regarding the problem-solving strategies dimension, it was found that these were the most used by the students, while the least used were the support strategies. Furthermore, men obtained a better correlation between reading comprehension and metacognitive reading strategies than women.
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References
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