Reading Comprehension of Continuous and Discontinuous Texts Using Metacognitive Strategies

The purpose of this study was to understand the process for developing reading comprehension of continuous and discontinuous texts through metacognitive strategies, to analyze and describe important aspects of the literal, inferential, and critical levels in second-grade children. A qualitative study was proposed as a methodology, with the method of school ethnography, through par-ticipant observation techniques, semi-structured interviews, and workshops. The most significant results invite the understanding that reading is a constructive process and that children can access the comprehension of both continuous and discontinuous texts by means of metacognition, which not only gives shape to a reader who is passionate about reading, but to one that is critical of the social and cultural environment to which they belong. Finally, metacognitive strategies allow the reading comprehension exercise to be more effective, opening students' reflection on their comprehensive learning, which links them to the intertextual critical level.