Teaching suggestions for working on the comprehension of scientific texts in primary education

Sugerencias didácticas para el trabajo con la comprensión de textos científicos en la educación primaria

Abstract

Reading comprehension is an inexhaustible resource for the development of thought and, consequently, language. Its instruction must consider what the student can do independently and what they are capable of achieving with the teacher's guidance, adjusting the complexity of the didactic and methodological suggestions and the level of independence the student can have in the comprehension process. It is the responsibility of the educational institution to activate all the mechanisms that foster the student as an efficient reader. It is necessary to teach students to analyze linguistic phenomena within the context of their interaction, to discover the functionality of the expressive resources they employ in a communicative situation, to shift registers, to transfer meanings, and ultimately, to understand text typology. In this sense, it is essential to take advantage of the possibilities offered by texts in other functional styles, specifically scientific texts, which facilitates the understanding of diverse forms of linguistic expression.

KEYWORDS: KEYWORDS: Reading comprehension; Primary education; Science teaching; Scientific texts; Pedagogical strategies.