Metacomprehensive strategies in students of virtual course:communication skills reading-written
Estrategias metacomprensivas en estudiantes del curso virtual: habilidades de comunicación lecto -escrita
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The present study aimed to identify changes in reading comprehension in a group of students from the CUI, with metacomprehensive strategy implementation in a virtual course. It had a population of 69 students from all faculties who developed the course and required to fill out before and after the instruments raised for research. We found that students strengthened the level oreading comprehension course after reading written communication skills, evidenced strategies: identifying definitions with 8.7%, followed by the identification of concepts with 4.3%, and identifying the main idea with 2.9%. A literal level infer the sequence of ideas with 14.5%, followed by association of meanings with 13%, 11.6% scenario approach and inferences from hypothesis with 10.1%. A inferential level. It is noted that the biggest change was in recognition.
