Reading comprehension and metacognition: Analysis of reading activities into two textbooks of seventh year for the course Language and Communication

Abstract

The research presented below is a qualitative study of a documentary analysis which aim was to better understand the use of metacognitive strategies in reading comprehension activities of two elementary seventh grade textbooks. The analysis performed was based on the moments of reading proposed in the metacognitive approach for reading comprehension. The results show that in both books reading activities are mainly concentrated in the After reading time, predominating the strategy of Answering questions. During reading time has the lowest percentage of activities proposed in both textbooks. It is concluded that the didactic of reading comprehension in these texts does not consider the development of metacognitive strategies leading to form strategic readers since the activities are focused on the outcome rather than on the process of reading.