rep. Revista Española de Pedagogía

The aim of the research was to improve the management of the reading comprehension strategies as autonomous and reflective skills. The educational intervention consisted of two stages: a) the previously trained teaching staff applied a selfmade program for the teaching of the strategies, and b) the acquired knowledge was implemented in the classroom’s daily work. The results show that the program application increases reading comprehension on the long and short terms and reduces the effect of attitudinal variables. The results also confirm that the program’s second stage allows pupils to reflect on their own comprehension, thus enabling them to transfer the learnt strategies to all sorts of texts. It also helps teachers to intervene more efficiently in the classroom. José María Madariaga, Silvia María Chireac y Eider Goñi

Key Words: Teacher training, Reading comprehension, Comprehension strategies, Metacomprehension strategies.