The role of cognition and metacognition in reading comprehension

Abstract

This study intends to interpret the influence of cognitive and metacognitive strategies and processes related to the reading comprehension of English texts phenomenon, through the interpretation of the phenomenological report done by a group of teachers from the IUETAEB, acting as subjects of a reading experience. It was made use of Hermeneutics as methodology for the treatment of testimonies. The results show the type of processes and strategies used by the subjects and the presence of some sensations of effectiveness and competence. Several concepts related to the mentioned phenomenon are explained in a dialog among theorists, informants and hermeneuter.