The present work sought to determine the incidence of a didactic sequence based on the use of metacognitive strategies in the strengthening of the literal comprehension of texts in English according to Barret's taxonomy. Initially, the simulated test of the KET exam of the University of Cambridge was applied to 26 students of grade 8, belonging to the Bilingüe Hispanoamericano school, to determine their competence in the literal comprehension of the texts, with which a low level was observed in some of students in both their current reading competence. Therefore, the researcher observed 9 activities within the classroom during the second period of this year. In relation to the above, the students formed a series of reading activities; Based on various strategies, metacognitive, such as the formulation of predictions, questioning, tracking vocabulary among others. During the course of the pedagogical sessions, the development of the workshops and the feedback of these activities. Throughout this process, the researcher assessed the reading comprehension of the students through observation grids and field journals