Estrategias didácticas para la comprensión lectora de relatos policiales en Octavo de EGB

Abstract

This study is concerned with the reading comprehension ability of students, who frequently show deficiencies in text comprehension. This problem has a negative impact on the teaching- learning process of students. To address this context, the implementation of didactic strategies focused on the comprehension of literary texts was proposed. Therefore, the main objective was to evaluate the application of didactic strategies designed to promote reading comprehension in its three levels -literal, inferential and critical-valuative-, based on police stories, in eighth grade students of the Fray Vicente Solano School, Cuenca-Ecuador. In order to achieve the objectives of the study, the educational action research methodology was used with a mixed approach, and a sample of 22 students of Eighth Grade EGB “B” of the afternoon section was considered. For data collection, the survey, evaluation questionnaires and rubrics were used to evaluate the didactic strategies. The results showed that 100% of the students reached the “excellent” category in the literal comprehension of the texts read in class; 81.8% demonstrated an excellent ability to infer and deduce information; and 90.9% managed to understand the literary texts in a critical and creative way. In short, the effectiveness of the didactic strategies was confirmed, since they allowed students to improve their reading comprehension skills at all three levels, broaden their literary corpus, improve their creativity, acquire a critical position and strengthen their technological skills.