<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>0120-3916</journal-id>
<journal-title><![CDATA[Revista Colombiana de Educación]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. colomb. educ.]]></abbrev-journal-title>
<issn>0120-3916</issn>
<publisher>
<publisher-name><![CDATA[Universidad Pedagógica Nacional de Colombia]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0120-39162025000119803</article-id>
<article-id pub-id-type="doi">10.17227/rce.num94-19803</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Programas de intervención en metacognición para la mejora de la comprensión lectora en educación primaria: una revisión sistemática exploratoria]]></article-title>
<article-title xml:lang="en"><![CDATA[Metacognition Intervention Programs to Improve Reading Comprehension in Elementary School: an Exploratory Systematic Review]]></article-title>
<article-title xml:lang="pt"><![CDATA[Programas de intervenção em metacognição para a melhoria da compreensão leitora no Ensino Fundamental: uma revisão sistemática exploratória]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Cuadro]]></surname>
<given-names><![CDATA[Ariel]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Palombo]]></surname>
<given-names><![CDATA[Ana Laura]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Comunale García]]></surname>
<given-names><![CDATA[Guzmán]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Costa Ball]]></surname>
<given-names><![CDATA[Daniel]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Católica del Uruguay  ]]></institution>
<addr-line><![CDATA[Montevideo ]]></addr-line>
<country>Uruguay</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Católica del Uruguay  ]]></institution>
<addr-line><![CDATA[Montevideo ]]></addr-line>
<country>Uruguay</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad Católica del Uruguay  ]]></institution>
<addr-line><![CDATA[Montevideo ]]></addr-line>
<country>Uruguay</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Universidad Católica del Uruguay  ]]></institution>
<addr-line><![CDATA[Montevideo ]]></addr-line>
<country>Uruguay</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>03</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>03</month>
<year>2025</year>
</pub-date>
<numero>94</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_arttext&amp;pid=S0120-39162025000119803&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_abstract&amp;pid=S0120-39162025000119803&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_pdf&amp;pid=S0120-39162025000119803&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El objetivo principal de este estudio es contribuir al diseño de prácticas efectivas en el aprendizaje de estrategias metacognitivas aplicadas a la comprensión lectora en estudiantes de educación primaria, a partir de una revisión de investigaciones sobre programas de intervención experimentales o cuasi experimentales. Se revisaron un total de 531 publicaciones, comprendidas entre los años 2018 y 2023. Se identificaron solamente 7 artículos que cumplían con los criterios de inclusión definidos y daban cuenta de sus resultados. Estos muestran el escaso número de investigaciones en programas de intervención en estrategias metacognitivas para la lectura comprensiva en escolares, así como lo discutible de la efectividad de dichas intervenciones si no se consideran también otras variables que inciden directamente en la comprensión lectora. Finalmente, se reportan las implicancias para las prácticas de enseñanza que se identificaron en los programas de intervención seleccionados.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The main objective of this study is to contribute to the design of effective practices in the learning of metacognitive strategies applied to reading comprehension in elementary school students, based on a review of research on experimental or quasi-experimental intervention programs. A total of 531 publications were reviewed, spanning from 2018 to 2023. Only 7 articles that met the defined inclusion criteria and reported their results were identified. These articles demonstrate the limited number of research studies on metacognitive intervention programs for comprehensive reading in school children, as well as the questionable effectiveness of such interventions if other variables that directly impact reading comprehension are not also considered. Finally, the implications for teaching practices identified in the selected intervention programs are reported.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O objetivo principal deste estudo é contribuir para o design de práticas eficazes no aprendizado de estratégias metacognitivas aplicadas à compreensão leitora em estudantes do ensino fundamental, com base em uma revisão de pesquisas sobre programas de intervenção experimentais ou quase experimentais. Um total de 531 publicações dos anos 2018 a 2023 foram revisadas. Apenas 7 artigos atenderam aos critérios de inclusão definidos e relataram seus resultados. Esses achados revelam o número limitado de estudos sobre programas de intervenção em estratégias metacognitivas para a compreensão leitora entre escolares, bem como a questionável eficácia de tais intervenções se outras variáveis que afetam diretamente a compreensão leitora não forem também consideradas. Por fim, são relatadas as implicações para as práticas de ensino identificadas nos programas de intervenção selecionados.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[metacognición]]></kwd>
<kwd lng="es"><![CDATA[comprensión lectora]]></kwd>
<kwd lng="es"><![CDATA[estrategias de lectura]]></kwd>
<kwd lng="es"><![CDATA[enseñanza]]></kwd>
<kwd lng="es"><![CDATA[escuela primaria]]></kwd>
<kwd lng="en"><![CDATA[metacognition]]></kwd>
<kwd lng="en"><![CDATA[reading comprehension]]></kwd>
<kwd lng="en"><![CDATA[reading strategies]]></kwd>
<kwd lng="en"><![CDATA[education]]></kwd>
<kwd lng="en"><![CDATA[elementary school]]></kwd>
<kwd lng="pt"><![CDATA[Metacognição]]></kwd>
<kwd lng="pt"><![CDATA[compreensão leitora]]></kwd>
<kwd lng="pt"><![CDATA[estratégias de leitura]]></kwd>
<kwd lng="pt"><![CDATA[ensino]]></kwd>
<kwd lng="pt"><![CDATA[ensino fundamental]]></kwd>
</kwd-group>
</article-meta>
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