Estrategias lúdicas para mejorar las destrezas de comprensión lectora en el quinto año en la Unidad Educativa “La Inmaculada”

Abstract

The following innovation study demonstrates the relevance of ludic strategies in the improvement of reading comprehension skills for students of General Basic Education (EGB), fifth year, of the educational school "La Inmaculada". 39 students and one teacher of the fifth year of EGB make up the subjects of this research. This work was carried out with a qualitative approach through the action research methodology and the descriptive study. In the information collection phase, some techniques and instruments were applied, such as participant observation, an in-depth interview-question form, an initial evaluation-guide of questions, and finally, the final evaluation to know the progress of the children in terms of reading comprehension. Subsequently, to obtain data, a guide of playful strategies was designed to improve reading comprehension in research subjects. The proposal had four phases: diagnosis, design, application and evaluation. In this last phase, the effectiveness of each of the play strategies applied was evaluated. The results achieved in the partial application of the game strategies guide showed that, if the reading comprehension skills were developed, then, two of them went from the partially adequate to adequate level and the other two skills advanced from the inadequate to partially adequate level. At the end, through the socialization directed at the teacher and students of the fifth year of EGB, the achievements reached in each applied strategy were made known.