SOCIOMETACOGNITIVE APPROACH FOR THE STRENGTHENING OF CRITICAL READING IN SECONDARY EDUCATION
Main Article Content
Critical reading competence is one of the major problems in Colombian education. This article presents the results of an investigation that determined the impact of a program of socio-methodological strategies in strengthening critical reading in high school students. The research assumed a mixed approach with action research and pre-experimental research methods. A study and workgroup (GET) were created to determine the characteristics of the pedagogical strategy, and entrance and exit tests were applied to compare the students’ performance levels in critical reading before and after the intervention. The results showed that, from the sociometacognitive perspective, the teaching of critical reading contributes to strengthening the competences to identify the local contents of the text, to establish a relationship between the parts to account for the global content, as well as to reflect on a text and evaluate its content. In this way, the perspective favors understanding textual micro, macro and superstructures.
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