Estrategias para la comprensión lectora de niños y niñas de tercero de educación general básica

Abstract

The present titling work has collected information about the strategies used in reading comprehension in an institution. Several data have been obtained in educational practice - twenty students from a school center - which will then be compared with several theoretical approaches. Also, this exercise is an approach to educational use, as we show problems that can only be solved on the march and with proper planning. For this reason, we consider relevant the implementation of new methodological strategies in the classroom. However, this approach is not only evaluative, given that the theoretical framework will propose an action plan that fits the context of the educational unit. What is put forward in theory, will be expressed through appropriate strategies for the school environment, considering meaningful learning. All this process of innovation has been titled: Strategies to Reading Comprehension in Third Year Primary Basic Education. This application has several activities that can be developed with children of seven and eight years of age. However, the teacher will also benefit from the methodological proposal, as new educational horizons will be outlined. Therefore, the educational practice will be perfectible and not limited by an official text.