Fortalecimiento de la comprensión lectora en estudiantes de grado quinto

Abstract

research project seeks to strengthen reading comprehension in Fifth Grade students of the Ciudadela de Occidente Educational Institution Sede La Patria, through playful-pedagogical strategies that contribute to improving their learning. To this end, a diagnosis is made on the learning styles and the level of development of their reading comprehension, the results are analyzed and a playful-pedagogical proposal is designed to improve reading comprehension. The approaches made by different authors on constructivism, such as Vigotsky and Piaget, are taken as a frame of reference; in the same way, those proposed by Solé regarding the possibilities that can be implemented in the classroom to achieve reading comprehension; taking into account what is proposed by the Ministry of Education regarding the levels of reading comprehension: literal, inferential and critical sense. With regard to reading skills, what is expressed by the OECD where it is emphasized in the understanding, use and reflection on written texts, to develop students' knowledge and their capacities to function in society. The methodological approach of the research is of a mixed type focused on action research, whose sample is a group of 22 students of grade 503 of the I.E. Citadel of the West, of Armenia, Quindío.