Reflection about the cognitive processes underlying in text comprehension
This research takes as a point of departure two fundamental problem situations. Firstly, it addresses the assumption that as they reach college and having passed previous schooling levels, students can be considered autonomous readers who thereby are skilled to undertake written text-based learning and comprehension processes. Secondly, it sees a disjunction between the various theoretical developments made on reading comprehension processes and practices developed around those processes.
However, when it comes to formation processes for new teacher promotions, inquiring about cognitive and metacognitive strategies in reading comprehension goes beyond recognizing reading processes themselves and their implications on university students behavior —it helps open new ways that will have an effect on the subsequent ways to lead learning acts, based on their own acknowledgment as readers.
From a methodology point of view, this project focuses building a state-of-the-art on theoretical approaches made on scholarly texts comprehension and underlying cognitive processes associated to them.
