Didactic strategy to promote reading comprehension in students of the Basic Education career

Estrategia didáctica para favorecer la comprensión lectora en estudiantes de la carrera de Educación Básica

Abstract

Reading, considered a complex task, demands systematized actions, which must be intentionally oriented, to achieve understanding and acquisition of meanings. Often, there are students in classrooms who do not understand reading, and this is because there is no interaction between the reader, the text, and the context. Correspondingly, the objective was set: to develop a teaching strategy to promote reading comprehension in students of the fifth level of the online Basic Education degree at the Technical University of Manabí. A mixed approach methodology, descriptive and non-experimental, was used, supported by techniques such as the observation guide and survey. The processing of the information led to the achievement of relevant results: The level of reading comprehension of the students is deficient in the level of training, poor reading habits, lack of interpretation of the figurative meaning of the text, and others. Based on the results, a didactic strategy was developed, which proposes, through activities in the artistic fields such as theater, music, and plastic arts, to enhance students' reading comprehension, to achieve significant learning. The evaluation of the proposal was conducted by considering the criteria of specialists and its possibility of implementation, which enabled a positive result by evidencing that the activities immersed in the didactic strategy are focused on energizing the teaching-learning process and promoting reading comprehension in students.

KEYWORDS: Reading; teaching strategy; Reading skills; Acquisition of meanings.