Guía de Estrategias Didácticas para potenciar la Comprensión Lectora en 8vo “B” de la escuela básica Isaac A. Chico

Abstract

This degree work presents a guide to teaching strategies that was implemented to improve the literal, inferential and critical levels of reading comprehension in the 8th year of Basic General Education (hereinafter EGB) of the basic school "Isaac A. Chico". It has been considered working on this issue due to the results obtained from the diagnosis that allowed to show the unsatisfactory level that students have in the skill of reading comprehension. The research is based on the contributions of different authors in terms of the concepts of reading, reading comprehension, reading comprehension levels and teaching strategies, the main contributions correspond to the curriculum of the Ministry of Education (2016), Solé (1998) and Cassany, Luna y Sanz (2014). The methodology used corresponds to action research, because it is proposed to transform a reality. Techniques were used for the collection of information, such as interviewing, participating observation, structured interview, questionnaire, and pre-test post-test; with their respective instruments: field diary, interview guide, survey guide, and questionnaire guide. The results obtained were satisfactory, since there has been an improvement in the abilities to analyze and synthesize the texts and to criticize them in a constructive, personal and perspective way with context and culture. This was reflected in the grades they obtained individually and in groups in the different post tests applied for each of the levels of reading comprehension.