¿Cómo evaluar el conocimiento que tienen los lectores acerca de sus procesos de lectura?

Abstract

The main objective of this study is to present a method of evaluation of metacomprehensive knowledge, obtained from a  case study of 50 college freshmen students in Valparaíso, Chile, who took part in two interviews. Three types of “knowledge” can be inferred from the results: One related to “reading objectives” (Why do I read?), another, to comprehension strategies (How do I comprrehend?), and finally, one related to metacognitive sensations accompanying and affecting reading (What do I feel when I read?) Through qualitative and quantitative methods, a system of evaluation was designed that would allow priorizing the quality of knowledge around one category, rather than the amount of ideas related to it. Finally, general results obtained from the application of this instrument to 52 Senior High School students in Valparaíso, Chile, are also shown.