Implementación de estrategias lúdicas relacionadas con el aprendizaje cooperativo para el desarrollo de la comprensión lectora en estudiantes del Décimo año de Educación

Abstract

The research work is oriented towards the development of reading comprehension through the use of the playful strategy, in order to motivate students to read. The pre-professional practices that were carried out in the last three academic cycles, in the Manuel Muñoz Cordero Educational Unit, with students of the tenth "B" were diagnosed with low levels of reading comprehension through the various activities, the participation that was carried out in the classroom and the interpretation of the diagnostic test. That is why the implementation of playful strategies in relation to cooperative learning is evoked. Finally, the initiative was given to design micro-curricular planning as a pedagogical proposal called "Play with me" through the playful strategy. For the collection of information, documentary reviews were carried out through bibliographic records, where theoretical references were taken from authors such as Cassany (2014), the Ministry of Education (2010) and Torres (2019), among others. The research follows a qualitative approach from the interpretive paradigm of the action research type. Regarding the techniques that will be applied are participant observation, interview, focus group; The instruments that were produced: observation guide, questionnaire and focus group file, were applied to 34 students that make up the tenth B. Within the analysis, interpretation and discussion, a significant change was obtained as a result and progress to an inferential level of reading comprehension, results obtained through the final evaluation. To solve the difficulties encountered during the diagnosis phase, activities were designed through the playful strategy in relation to cooperative learning to promote reading comprehension. It was concluded that the playful strategy serves as a support to maintain the attention of the student and the teacher to reinforce the teaching-learning process and encourage reading.