Estratégias metacognitivas e compreensão leitora em estudantes do ensino superior

Abstract

Metacognitive reading strategies are essential to monitor understanding, especially in Higher Education as reading requirements increase. The cross - sectional and descriptive study aimed to describe the use of metacognitive strategies and their relation to reading comprehension, as well as to verify the influence of age, shift and period variables on strategies. 160 students, both men and women aged between 18 and 59, participated in several areas. The instruments used were Metacognitive Strategies Scale in Reading University format (EMEL-U) and the Cloze Test. The results showed that the students use metacognitive strategies and use them more during of reading, the reading comprehension is at the instructional level, less than expected. The data showed that there are no significant correlations between reading comprehension and strategies. These aspects confirm the need for opportunities that enhance metacognitive skills in higher education, and aspire future studies of interventions for improvements in learning and academic performance.