Pertinencia de la implementación de una guía didáctica para el desarrollo de la comprensión lectora en el noveno año de Educación General Básica, paralelo “B” de la Unidad Educativa “Herlinda Toral”

Abstract

The present research emerged from a study carried out by two teachers in formation at the National University of Education in Ecuador. The sample was thirty (30) students of the ninth grade, class B, of an urban educational institution, located in the city of Cuenca. The authors in this scenario identified a problem concerning the deficiency in the reading comprehension still at the level: literal, inferential and evaluative. Consequently, this has a negative effect on the teaching-learning process. Therefore, the general objective was to implement a guide formed by didactic strategies for the development of reading comprehension as skill. In addition, some investigation techniques were applied, such as: participant observation and a diagnostic test given, which allowed to detect flaws in the development of the reading comprehension skill. The interview addressed to the teacher was also used to know her conception of this skill development and the surveys to the students to identify their reading interests. These results allowed to design didactic strategies to strengthen the three levels: literal, inferential and evaluative, which respond to student´ needs and interests. The implementation of the didactic guide significantly improved the development of the reading comprehension skill, because it aroused students' interest and motivation to read. It also strengthened the personalized learning and cooperative work. This is evidenced in the comparison of the results of the diagnostic and final tests given to the students. In conclusion, the teaching strategies implemented are relevant to facilitate this skill.