Nowadays, it is more and more frequent to find research on
metacognitive strategies. In this article we present an experimental
study about the student significative gains on some pedagogical and
cognitive variables after implementing, the Repetto's Metacognitive
Reading comprehension program (OMECOL). After reviewing some of the
main theoretical foundations, we centre our attention on the
description of strategies for promoting reading comprehension and on
the MANCOVA student gains on several learning products and cognitive
variables. Elvira Repetto Talavera.
Key words: Metacognitive strategies, Meta-comprehension, Reading.
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Nº 206, enero-abril 1997 
