Programa de Mejora de la Comprensión y Estrategias Lectoras en alumnos de Quinto de Primaria

Introduction. The reading comprehension it is one of the most important linguistic processes to be able to advance in the learning by it the reading comprehension is going to be studied and the knowledge - use of the cognitive and metacognitive strategies of reading in 410 subjects of 5 º of Primary Education. Methodology. This work of investigation is carried out across a quasiexperimental study and extpostfacto correlacional, familiar design in the educational area. Results. First, after applying Spearman's correlation, it is possible to estimate that three of twelve variable knowledge-use of the reading strategies metacognitivas don´t present a positive correlation with the reading comprehension. In case of the cognitive strategies they are two variables those that do not present positive correlation In these variables that present positive correlation after there be applying the H de Kruskal Wallia they appreciate statistically significant differences, Also they find statistically significant differences on having calculated on having calculated Bonferroni's multiple comparisons between the different levels of reading comprehension in each of the variables metacognitives and cognitives. Conclusions. In the study of the reading comprehension and the knowledge-use of the variables reading metacognitive strategies and reading cognitive strategies find a high level of correlation 80 % and 77,7 % respectively. On having applied the different statistical tests Anova and Bonferroni's Comparisons so much in variable knowledge-use of reading metacognitive strategies as in variable knowledge-use of reading cognitive strategies we can observe that they find differences between the knowledge-use of the variable reading metacognitive strategies and reading cognitive strategies and the level of reading comprehension (high place, way - high place, average, average-low and low); in such a way that to a major knowledge - use of the reading concrete strategy it corresponds with a major level in the reading comprehension. This reality, it leads us to confirming the theory of which the most strategic pupils are those who present major reading comprehension and vice versa. Which, metacognitivas leads us to concluding the value of the reading metacognitive strategies and reading cognitive strategies as an instrument to be able to increase and consolidate the reading comprehension of the pupils.