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Revista signos

versión On-line ISSN 0718-0934

Resumen

QUAAS, Cecilia  y  CRESPO, Nina. Do the teaching methods used by teachers influence the development of their students' metacomprehensive knowle. Rev. signos [online]. 2003, vol.36, n.54, pp.225-234. ISSN 0718-0934.  http://dx.doi.org/10.4067/S0718-09342003005400007.

Meta-comprehensive knowledge of reading is the representation all readers have of the task at hand. It is directly related to the concept of meta-cognition, a construct often mentioned in the studies on teaching-learning processes. The aim of this article is to present the methodology of language teachers whose students show high levels of reading meta-cognition and then contrast it with that of teachers whose students have limited knowledge on the subject. The teaching methods of Language and Communication teachers were observed in 16 different class groups. At the same time, the MCL test was applied to 720 students and the results were compared to the methods of the teachers. The results obtained revealed that there is no strict relationship between teaching methods and meta-comprehensive levels as a whole in reading; however, some interesting correlations were detected between the sub-dimensions of the reading metacomprehension construct and the teaching methods applied by teachers.

Palabras clave : Metacomprehensive knowledge; teaching methods; metacomprehension.

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