<?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>0185-2698</journal-id>
<journal-title><![CDATA[Perfiles educativos]]></journal-title>
<abbrev-journal-title><![CDATA[Perfiles educativos]]></abbrev-journal-title>
<issn>0185-2698</issn>
<publisher>
<publisher-name><![CDATA[Universidad Nacional Autónoma de México, Instituto de Investigaciones sobre la Universidad y la Educación]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0185-26982018000100144</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Material educativo multimedia para el aumento de estrategias metacognitivas de comprensión lectora]]></article-title>
<article-title xml:lang="en"><![CDATA[Multimedia learning material to increase metacognitive reading comprehension strategies]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Cabero Almenara]]></surname>
<given-names><![CDATA[Julio]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Piñero Virué]]></surname>
<given-names><![CDATA[Rocío]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Reyes Rebollo]]></surname>
<given-names><![CDATA[Miguel María]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de Sevilla Facultad de Ciencias de la Educación Departamento de Didáctica y Organización Educativa]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Spain</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad de Sevilla Facultad de Ciencias de la Educación Departamento de Didáctica y Organización Educativa]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Spain</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad de Sevilla Facultad de Ciencias de la Educación Departamento de Didáctica y Organización Educativa]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Spain</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>03</month>
<year>2018</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>03</month>
<year>2018</year>
</pub-date>
<volume>40</volume>
<numero>159</numero>
<fpage>144</fpage>
<lpage>159</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S0185-26982018000100144&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S0185-26982018000100144&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S0185-26982018000100144&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Se presenta el diseño, aplicación y evaluación de un material tecnológico educativo cuya finalidad es el aumento de estrategias metacognitivas para la mejora de la comprensión lectora en alumnos de tercer ciclo de educación primaria con dificultades en el proceso lector. Este estudio se fundamenta en una base teórica centrada en atención a la diversidad, metacognición lectora, dificultades en el aprendizaje y TIC. La metodología establecida fue un diseño experimental en una muestra de 274 alumnos con una edad comprendida entre 10 y 12 años. Se conformó un grupo control y otro experimental para poder realizar un contraste pretest-postest con tres cuestionarios relacionados con las variables propuestas, y así analizar los datos y conocer los resultados. El material fue validado y se obtuvieron resultados significativos; fue bien recibido por parte de alumnos y profesores puesto que la lectura y las TIC son habilidades fundamentales en la sociedad actual.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This paper explores the design, implementation and assessment of technological learning materials designed to increase metacognitive strategies as a way of improving reading comprehension among third-grade pupils at primary school who are strugglingin this area. Thispaper is based on a theory focused on diversity, reading metacognition, learning difficulties and ICT. The methodology used was an experimental design in a sample of274pupils aged between 10 and 12. One control and one experimentalgroup were created for apre- and post-test comparison with three questionnaires related to theproposed variables, and thus to analyze the data and find out the results. The material was validated, and the results were impressive; the initiative proved popular both among pupils and teachers, given that reading and ICT are fundamental skills in society today.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Educación primaria]]></kwd>
<kwd lng="es"><![CDATA[Atención a la diversidad]]></kwd>
<kwd lng="es"><![CDATA[Estrategias metacognitivas]]></kwd>
<kwd lng="es"><![CDATA[Comprensión lectora]]></kwd>
<kwd lng="es"><![CDATA[Dificultades en el aprendizaje]]></kwd>
<kwd lng="es"><![CDATA[TIC]]></kwd>
<kwd lng="en"><![CDATA[Primary education]]></kwd>
<kwd lng="en"><![CDATA[Focus on diversity]]></kwd>
<kwd lng="en"><![CDATA[Metacognitive strategies]]></kwd>
<kwd lng="en"><![CDATA[Reading comprehension]]></kwd>
<kwd lng="en"><![CDATA[Learning difficulties]]></kwd>
<kwd lng="en"><![CDATA[ICT]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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