Los cuentos ancestrales como recurso didáctico para el fortalecimiento de la compresión lectora en los alumnos de séptimo año de educación básica paralelo “A” de la Unidad Educativa SAYAUSÍ de la ciudad de Cuenca-Ecuador

Abstract

The Curriculum Integration Work (CIW), covers the ancestral stories as a didactic resource within orality in the Teaching-Learning Process of the Language Literature area, to design, develop and apply an activity guide that encourages students' reading comprehension. For the consolidation of our research, through Educational Practices a diagnosis of the state of reading comprehension is carried out in boys and girls of the Seventh Year of Basic General Education (EGB). Consequently, theoretical and methodological bases are supported, to understand the usefulness of ancestral stories as a means to strengthen reading comprehension in students. Methodologically, this research uses a socio-critical paradigm based on a qualitative approach, together with the techniques and instruments for data collection presented in it. Subsequently, taking into account the sample of the Seventh Year of Basic General Primary Education, the activity guide is applied. Finally, the results that are evidenced point to the functionality and effectiveness of the activities that make up the guide, since it allows, through reading, to create a space for analysis and a better understanding of the content of ancestral stories.