This research aimed to identify similarities and differences in the use of the following metacognitive strategies between proficient readers professional indexers and non-indexers: monitoring non-comprehension, hypothesis construction, the relation between sentence and paragraph, question-&-answer, the mental development of summarization, value judgment, repetition and recall. The method applied was the verbal (think-aloud) protocol which allows for the retention of individual reports of personal cognitive processes during the exercise of the task, or to the extent that these can be recalled. The reading of two texts was applied to seven indexers and to seven informants of a control group. The results show that the indexers read in a similar way to the control group, differentiated only in terms of strategies of summary construction. The methodological question related to the markedness or non-markedness of the text was also tested. The conclusion was in favor of the need to formally introduce the teaching of metacognitive strategies in the training of the indexer in reading.
Subject analysis; Metacognitive strategies; Reading
