Enseñanza de la comprensión lectora a estudiantes de séptimo grado de EGB; del enfoque decodificador al constructivista

Abstract

The conceptions about teaching and learning of reading have evolved over the years along with the new teaching methodologies and strategies. In this sense, the constructivist according to Pinzás (2003) mentions reading as a constructive, interactive and strategic process, positively impacting the role of the student and teacher. Contrary to the decoder approach interpreted by García, Justicia and García Berbén (2014) noting that it is a superficial approach associated with the use of memoristic strategies. The objective of this study is to improve the reading comprehension of the seventh year students of the educational unit "April 16". To do this, a qualitative approach with a quantitative component of descriptive analysis was used under a socio-critical paradigm and action research method. The techniques and instruments for collecting the data were: participant observation, field diaries, interview, diagnostic test and final evaluation focused on the three levels of reading comprehension: literal, inferential and critical, and an analysis of results based on data triangulation. As a result of the diagnosis in the research process, it was obtained that the teacher used a decoding approach to teaching reading which caused some weaknesses in the development of reading comprehension. Based on the results obtained, the proposal was designed with several class sessions, using a constructivist teaching approach. At the end of the application of the proposal according to the information obtained from the final evaluation, it is concluded that a methodological change in the teaching of reading improves reading comprehension levels.