Teaching with the solé model: effects on reading comprehension and metacognition in children
Keywords:
Solé Model, Reading Comprehension, Metacognition, Gymnasts, Health.Abstract
There is a need to generate empirical evidence regarding the effectiveness of Isabel Solé’s model in improving reading comprehension and metacognition among primary school students, given the importance of enhancing teaching–learning processes with effectiveness. Accordingly, the objective of this study was to demonstrate the effectiveness of implementing a learning strategies program based on Isabel Solé’s methodological approach to improve reading comprehension and metacognition in fourth-grade gymnast children from a primary educational institution in the Piura region. A quasi-experimental design was employed with a sample of 64 fourth-grade children, classified into two independent groups (Control and Experimental: n = 32 each). The intervention consisted of 12 extracurricular sessions based on Isabel Solé’s model. The experimental group showed significant improvements across all post-test dimensions, including literal comprehension (2.9 → 4.1), inferential comprehension (2.8 → 4.0), critical comprehension (3.0 → 4.2), declarative knowledge (2.8 → 4.0), and process regulation (2.7 → 4.1). In the control group, improvements were minimal and not significant (p > 0.25). Intergroup post-test comparisons using the Mann–Whitney test yielded U values between 240.0 and 280.0 and Z values between −3.22 and −3.75 (p ≤ 0.001), confirming significant differences in favor of the experimental group. The use of Isabel Solé’s reading model substantially increased both reading comprehension and metacognition among gymnast students in the experimental group. These findings corroborate the effectiveness of active and reflective strategies in enhancing the learning process.
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