Comprensión y Metacomprensión Lectora en Universitarios. Comparación De Dos Modalidades de Intervención

We seek to contrast the effects of the training program in metacomprehension strategies by strategies (QtA), through Intelligent Tutoring Systems (ITS), implemented in two modalities with and without (ITS), implemented in two modalities with and without teacher accompaniment. teacher accompaniment. University students show difficulties in the comprehension of academic texts and in the academic texts and in the conscious application of metacomprehensive strategies in their reading. in their reading. Computer programs have been developed to improve the comprehension skills of students at the comprehension skills in students through SIT. An explanatory study was experimental design in three groups: 1) pre-test, intervention with teacher accompaniment, post-test, and 2) post-test. with teacher accompaniment, post-test; 2) pre-test, intervention without teacher accompaniment, post-test; and 3) pre-test, intervention without teacher accompaniment, post-test. intervention without teacher accompaniment, post-test; and 3) control group. The results indicate that the implementation of of reading comprehension improvement programs, assisted by tutoring, whether human or through SIT tutoring, whether human or through SIT, are as effective in improving reading comprehension as reading comprehension reading comprehension compared to conventional classes.