Active methods and metacognitive strategies for reading comprehension among high school students

Abstract

Reading comprehension is a fundamental skill for the learning and academic development of high school students; however, various studies show persistent difficulties at the literal, inferential, and critical levels, mainly associated with the predominance of traditional methodologies focused on content transmission and the limited self-regulation of learning. In this context, the present research aimed to analyze active learning methods and metacognitive strategies to enhance reading comprehension in high school students. A qualitative, documentary-style, descriptive-analytical study was conducted. Information was gathered through a literature review in academic databases such as Scopus, SciELO, and Google Scholar, applying inclusion and exclusion criteria to select sources related to active learning methods, metacognitive strategies, and reading comprehension. Subsequently, a content analysis was performed, and the findings were systematized in comparative tables. The results identified Project-Based Learning, Problem-Based Learning, Cooperative Learning, and the Flipped Classroom as the main active learning methods, while the most relevant metacognitive strategies were reading planning, comprehension monitoring, self-assessment, and questioning. It is concluded that the integration of active learning methods and metacognitive strategies fosters the development of literal, inferential, and critical levels of reading comprehension, promoting more autonomous and reflective students capable of constructing meaning in a deep and contextualized manner.