Material educativo multimedia para el aumento de estrategias metacognitivas de comprensión lectora

Abstract

This paper explores the design, implementation and assessment of technological learning materials designed to increase metacognitive strategies as a way of improving reading comprehension among third-grade pupils at primary school who are struggling in this area. This paper is based on a theory focused on diversity, reading metacognition, learning difficulties and ICT. The methodology used was an experimental design in a sample of 274 pupils aged between 10 and 12. One control and one experimental group were created for a pre- and post-test comparison with three questionnaires related to the proposed variables, and thus to analyze the data and find out the results. The material was validated, and the results were impressive; the initiative proved popular both among pupils and teachers, given that reading and ICT are fundamental skills in society today.