| Summary: | This article presents the outcome of a research project whose main objective was
to foster the implementation of metacognitive strategies, designed to enhance reading
comprehension skills, especially regarding the inferential level of reading in expository texts.
The pedagogical intervention for this research is supported in three fundamental moments:
before, during and after reading. A pre-experimental methodology, with a pre test/post test design, and without a control group, was implemented for this project. According to a comparison of average scores using the Students ́ t-Test for independent samples, a 0,05 level of significance was found, proving that the use of metacognitive strategies had a positive influence in the reading process of high school students of the eighth grade in two public educational institutions from the municipalities of Nuevo Colón and Samacá
(Boyacá, Colombia).
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