Abstract
<p>This article is the result of a qualitative multiple-case study carried out for the Licenciatura en Educación Básica con Enfasis en Humanidades- Inglés at University of Córdoba, Colombia. The participants were a case group and a comparative group from the 6th semester Communication subject. Both groups were selected according to comparative criteria. A diagnostic test and a post-test reading comprehension test in English were applied to analyze, compare and contrast the results of the literal paraphrasing subcategory in the pre-intervention and intervention phases. The writing protocol included the intervention program, which in turn included an instructional theory based on three metacognitive questions to illustrate the reading comprehension process. The three metacognitive questions are part of a procedural interpretation of metacognitive knowledge proposed by Flavell: “declarative knowledge (what?), procedural knowledge (how?), and conditional knowledge (why?)”.</p>
Downloads
Download data is not yet available.
