The need to raise the levels of performance in reading and writing in students of basic and secondary education, encompasses political, psychological, educational, historical justifications, among others, the possibility of implementing actions to achieve this end, require public policies, guidelines educational, the will of all those involved in the education sector, ideas and research findings that favor the construction of a culture of writing and reading in the country. Today the important role of metacognition in classrooms is recognized; Its importance stems from the valuable opportunities it provides for the student to reflect on their own learning processes. The research interest of this study is how does the incorporation of metacognitive actions in the teaching of Spanish and literature develop reading comprehension. Some authors (Artiet, Shiefele and Scheneider, 2001; Brown, Palincsar and Armbruster, 2004) suggest that the knowledge and use of the different metacognitive reading comprehension strategies help students to learn effectively from texts, allow an increase in comprehension of texts and the use of information; they create in the reader greater independence from the teacher and interaction more effectively with the text and they conceive of reading as a problem-solving task that requires the use of strategic thinking; other authors (Cromkey and Azevedo, 2007) affirm that numerous studies of interventions with metacognitive strategies show that it can improve the reading comprehension of students with positive results; others (Campanario, 1999; Campanario and Moya, 1999) propose that metacognition in the science classroom strengthens scientific thinking and problem solving (Rickey and Stacy, 2000).