Los juegos lingüísticos como estrategia didáctica, para desarrollar fluidez y mejorar la comprensión lectora, en estudiantes de cuarto año de educación general básica

Abstract

The present project of educational intervention, carried out in the city of Cuenca, Ecuador, entitled: "linguistic games as a didactic strategy, to develop fluency and improve reading comprehension, in fourth-year students of basic general education, of the San Luis Beltran Educational Center”, proposes a didactic guide with a set of linguistic games that will help the reading flow and improve understanding, way of leveling students with problems of fluency and comprehension, in relation to the rest of students who already handle fluent reading and comprehension of the text.

The starting point of the project was, a diagnosis made to all students of the fourth year of Basic General Education, based on an interview with the teacher, where the most ob-vious need of children was reading.

Since 49% (17 students) read with syllabication, situation that prevented them from reaching the comprehension of the text.

The linguistic games proposed in the didactic guide, aim to level reading skills to overcome the stage of syllabication. For this, 4 units are proposed, the first two aimed at rein-forcing the recognition of letters, syllables, word formation and the two final units, directed to the formation and contextualization of sentences, phrases and paragraphs within texts and to the expression of messages or ideas contained in the text.

In the guide, the units 3 and 4 they propose to manage strategies and focused activi-ties in the skills with proposed performance criteria in units 3 and 4 of Student's book of the Ministry of Education.