Metacognitive and reading processes in fourth and fifth grade students from 2 private institutions in Barranquilla- Colombia Procesos metacognitivos y lectores en estudiantes de cuarto y quinto grado de 2 instituciones privadas de Barranquilla- Colombia

Abstract

This research aimed to determine the relationship between metacognitive reading processes and reading processes in fourth and fifth-grade students of primary education at a private institution in Barranquilla, Colombia. The study was conducted under a quantitative approach, with an observational and cross-sectional design, and a correlational type of research. The sample consisted of 23 students who had informed parental consent and agreed to participate. Two instruments were applied: the Reading Awareness Scale (ESCOLA) and the Revised Battery for Assessing Reading Processes (PROLEC-R).

The results highlight a significant correlation between the planning process and the semantic component (r = 0.4435, p = 0.0341), indicating that planning reading strategies benefits the comprehension of textual meaning. Similarly, planning-person was positively associated with word reading (r = 0.5938, p = 0.0028), planning-text with sentence comprehension (r = 0.518, p = 0.0113).

The supervision process with the task variable showed positive relationships in both word reading (r = 0.4745, p = 0.0221) and oral comprehension (r = 0.6447, p = 0.0009). Evaluation-person was significantly related to the same-different task (r = 0.5084, p = 0.0132).

The above demonstrates that planning positively impacts the semantic process of reading; likewise, supervision and evaluation also affect reading performance in tasks requiring comprehension and segmentation. The importance of promoting metacognitive processes in the classroom to enhance reading competence is highlighted.