Estrategia metodológica para fomentar la comprensión lectora en los estudiantes de Educación General Básica en la Institución “Teresa Intriago Delgado

Abstract

This article aims to publicize the methodological strategies to promote reading comprehension in students of Basic General Education at the "Teresa Intriago Delgado" Institution. with methodological support from a qualitative research perspective through participatory action research, which was carried out through 4 epatas. In the first stage was diagnostic in it was determined the real levels of reading comprehension of 27 students between 5 and 12 years of the aforementioned institution, in addition to determining the strategies used by the teacher to mediate such an important process, the results gave entry for the second stage which consisted of designing the action plan,  whose strategies were framed in the typology presented by Mendoza et, al. 2007) adjusted to the levels of Literal, Inferential, Critical reading comprehension. The third stage is the implementation of the strategies and the fourth refers to a process of reflection. Finally, it is concluded that the students are mostly at a literal, inferential and critical level, as well as it was determined that the teacher uses few strategies to mediate such an important process which allows to justify the action plan.