The research work determined the influence of a set of metacognitive strategies administered on a digital platform to 385 university students, 158 men and 227 women with an average age of 20 from universities in Peru (61.8%), Mexico (37.4) and other countries (0.8%). The students presented underperformed by applying the Text Comprehension Test-Cluni-Lat (1999) (average of 8.6 out of 30 points). Participants were organized into two groups: one control (193) and an experimental (192). The experimental was partitioned into 6 subgroups of 32 participants by a collaborator, who via platform GorConqr developed a set of metacognitive strategies based on Schmitt (1990); while with the Controlgroup, no. The results yielded significant differences in favor of the Experimental group, demonstrating that Metacognitive Strategies managed via digital platforms significantly improve reading comprehension in university students with low reading comprehension.