摘要：This article deals with the relationship metacognition and reading comprehension, one of the major fields of study and representative of cognitive psychology, given its complexity, its social and educational relevance and to become a space interdisciplinarity. A review and conceptual background of what has been research on metacognition and reading in recent decades at national levels, highlighting its theoretical and practical contributions to the understanding cognitive functioning and its development from proposals based intervention metacognitive strategy instruction in ducational contexts. Keywords: Metacognition, Reading, metacomprehension.
