Estrategias Didácticas basadas en el uso de cuentos ecuatorianos, para potenciar los niveles de lectura, en el sexto año de Educación General Básica de la Unidad Educativa “16 de Abril”

Abstract

The purpose of this degree work is to enhance the literal, inferential and critical reading levels with the support of a guide of didactic strategies based on the use of Ecuadorian short stories, for students of the sixth year of Basic General Education, of the Educational Unit "April 16th". This guide aims to stimulate students´ reading habits in a pleasant and functional way, one that also meets their interests. The research has as main theoretical references the curriculum of the Ministry of Education (2016), Marchesi (2005), Jiménez and Robles (2016), Fell (2010) and Proaño (2000), regarding the concepts of reading, reading levels, teaching strategies and Ecuadorian short stories. The methodology is based on a qualitative approach with the Participatory Action Research method and fundamentals of the socio-critical paradigm; which allowed to diagnose, determine, design and evaluate the didactic strategies. Regarding data collection, we use participant observation (field diaries), interviews, surveys and tests (diagnostic and final). The diagnosis served as an evidence that students could not master the reading levels, an insufficient use of Ecuadorian stories and scarce teaching strategies in the Literature block. Therefore, we designed the proposal called “I know and understand our Ecuadorian short stories”. The results: the students strengthened their level of identification, systematization, differentiation and critical thinking when reading and acquired an appreciation and interest in Ecuadorian short stories; data detected in the group evaluation sheets of each strategy and the final test with a 2.50 increase in learning compared to the diagnostic test.