Lectura inferencial de textos cortos en estudiantes de tercero de bachillerato de la Unidad Educativa Juan Montalvo

Abstract

This research work determines the impact of a didactic sequence on reading comprehension at the inferential level in short texts. The study arises that students present the problem when they read a text and they are not able to draw inferences or conclusions. We look for investigate the contribution of certain reading comprehension strategies with the application of a didactic sequence as an intervention strategy. At the same time, we try to answer the question: How does a didactic sequence affect inferential reading comprehension with the use of comprehension strategies? This work was oriented towards the action research design that suggests improving educational quality by reflecting on the pedagogical practice itself. It was proposed to work with a group of 31 students of the third year of Juan Montalvo High School which is located in an urban area of the city of Cuenca. In the first instance, the problem was identified through the data collected from a pre-test where we knew the previous knowledge that students have about reading and comprehension strategies. Then, the didactic sequence was designed and implemented. They emphasized some reading comprehension strategies aimed at improving inferential reading. An open interview and a post-test was applied to inquire about the perception of the didactic sequence. After systematizing the collected data, we proceeded to the analysis and the interpretation. It was evidenced that the reading comprehension strategies such as the summary, paraphrasing, summarizing, underlining, main idea and textual typology served to improve in a certain degree the reading skills at the inferential level, when analyzing the examples and applying them in other texts. The students were able to realize how each strategy is a guide to better understanding.