Cognitive and metacognitive processes to support reading comprehension with inferential questions
cognition, metacognition, reading comprehension, inferences
This research consists of a study about pedagogical situations related to the comprehension of narrative texts, with questions in inferential level in high level and global reflexive to ninth grade students (elementary school in Brazil) from a public Municipal School in Rio de Janeiro State. Specially, from a cognitivist concept of reading we aim to develop cognitive and metacognitive strategies in order to help our students to be aware of learning concerning reading comprehension as a sociocognitive and communicative practice. Therefore, diagnostic tests of reading comprehension with inferential questions and answers were drawn up considering the stablishment of high level inference, that demands the integration of previous knowledge and intrarextual information, as well as questions in global reflexive level. (APPLEGATE, M.; QUINN K.B. E. APPLEGATE, A., 2002). Previous results can be highlighted, for instance (a) the need of a new positioning regarding teaching reading.(b) studies concerning metacognition can contribute to teach inferences in reading comprehension. As a part of this investigation, we propose a didatic mediation with emphasis on theoretical and methodological procedures to be parameters to the stablishment of activities related to reading comprehension in a way that contributes to teaching-learning knowledgeable and meaningful , in which learners will have their own experiences as knowledgeable readers.