Estrategias didácticas para la enseñanza de comprensión lectora a través de cuentos ecuatorianos en Décimo año de EGB de la Unidad Educativa Fiscomisional Semipresencial del Azuay

Abstract

The main objective of this final thesis work was to generate a proposal with didactic strategies through the reading of Ecuadorian stories of Social and Contemporary Realism that facilitate the teaching of reading comprehension levels in the sophomore year of Basic General Education from the Azuay Blended Tax Commissionable Educational high school, located in La Paz town. The name of this proposal is “Leo a mi lindo Ecuador, comprendo y me expreso”, which focuses on the teaching of the literal, inferential and critical levels. These are based on the theories of famous authors as Solé (1987, 1992), Sensevy (2007), Diaz (2013), among others, which include the concepts of the interactive model, the levels of reading comprehension, gaming and the didactic sequence. The methodology was qualitative, and it included a participatory action research approach. Additional, an instrumental case was part of the investigation. The diagnostic process allows finding out the reading comprehension flaws of the students and the scarce use of didactic strategies by the teacher. The results of the study show that 78% of the students reached the necessary skills to understand a narrative text, which lead to conclude that reading stories is an effective strategy to improve the reading comprehension of students