Metacognitive strategies applied in writing and reading comprehension in proceedings of grade
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Abstract
This research aimed to describe the metacognitive strategies applied in writing and reading comprehension of Universidad Nacional Experimental "Rafael María Baralt' (UNERMB) graduate students in the development of the thesis. It was based on cognitive psychology and constructivist theories of Piaget since the subject interacts with the object of knowledge. The methodology was of descriptive type. Conformed by a population of 128 students of the Master of Teaching Program for Higher Education, the sample was intentional character with 27 students in total. A questionnaire applied was Licker type scale. The results showed that these students have a high level metacognitive, regarding the meta-attention, metacomprehension, metamemory and metalanguage, about writing and reading comprehension during development of grade work. What led to the conclusion that this group of students has strengths in the discipline of metacognitive development, by facilitating the scientific knowledge of construction process.
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