Estrategias docentes para desarrollar las habilidades lectoras de los niños en las cuatro áreas básicas en séptimo año de las unidades educativas de la ciudad de Cuenca

Abstract

Reading competence is the means of learning all subjects, so its approach must be transversal: it must be addressed in all subjects, although in practice this is not usually the case. The purpose of this work is to analyze the strategies for working on reading used by seventh grade classroom teachers in the four basic areas in the educational units of the city of Cuenca. Its approach is qualitative with a descriptive scope. The research was carried out during the 2023-2024 academic period with four seventh grade teachers. The data collection instrument was an observation form. Among the results found, it can be seen that the teacher has the same behavior in the four basic areas when working with reading texts, with a small difference when it comes to Mathematics. It is the teacher who reads frequently during class hours in all subjects, the most used reading material is the textbook oof the Ministry of Education of Ecuador; as for the strategies used for pre-reading are to inquire about previous knowledge, during reading he uses annotated reading, especially in Natural Sciences; and in post-reading he proposes activities such as answering questions and solving problems in the workbook. In conclusion, there is no interest in dealing with reading transversally, nor is the use of efficient reading strategies estimated, which contributes to the great weaknesses that Ecuadorian students have in their reading comprehension.