Estrategias lúdicas para desarrollar la comprensión lectora en estudiantes del cuarto año de educación básica

Abstract

The present work of degree is oriented in the study of "Playful strategies for the development of reading comprehension in the Area of Language and Literature in students of the fourth year of basic education of the school November 12, period 2021", due Because, the teaching work lies in solving the needs presented by the students, which implies looking for methodologies and resources that facilitate learning, therefore, it was essential to consider the students who present difficulties in reading comprehension. The type of research was descriptive, its modality was field, among the methods used for the development of the research was the analytical-synthetic, the inductive-deductive method and finally the historical-logical, in this sense the object was analyzed study in which the evolution of play in education is explained in detail, as it develops over time and to establish a comparison between the information that was collected in the research carried out and with the findings obtained through bibliographic sources, books , reports and repositories. The techniques used for the research were the survey, the interview and the checklist, for the collection of information the questionnaire was used, from which a series of items are broken down in order to verify the levels of reading comprehension in the students. Similarly, an interview was applied through a series of questions addressed to the teacher about the strategies, skills and resources used to encourage the habit of reading and how to apply playful strategies within the educational process, finally a checklist directed to students in order to corroborate the development of students during their learning. Based on the results obtained, the role of the teacher is highlighted when using playful strategies in the classroom, however, factors such as the inappropriate application of these strategies affect students at a cognitive and emotional level, therefore, it is important that education The current approach is based on a constructivist paradigm using playful materials that encourage students to interact, enjoy and awaken interest in reading and reading comprehension, in such a way as to guarantee a quality education. Therefore, it is essential to face this problem, which is why it was necessary as a proposal to implement playful materials in order to improve reading comprehension in students and in turn serve as support material for the teacher in order to provide interactive classes dynamic and responsive to academic needs. It is important then, based on the results obtained through the data collection instruments and according to the statistics of this research, it is intended to mitigate, improve or solve the problem identified, therefore, this integrating knowledge project is aimed at diagnose which were the difficulties with regard to reading comprehension in children in the fourth year of basic education and implement playful materials in order to encourage, motivate and empower students to continue learning through play activities and eventually may improve their levels of understanding reader. To support the arguments of this research, it was necessary to identify the central problem, select and define the topic, structure the theoretical framework, build the research objectives, determine the hypotheses, establish the dependent and independent variable to support each of them., the description of the diagnostic process, the analysis of the context and development of the requirements matrix, and finally the selection of the requirement to intervene. Through the problem identified, the proposal was developed, so it was necessary to seek a competent solution through techniques, methods or strategies which are consolidated from theoretical support and the contribution of experts in research in relation to the subject, leaving In evidence the main problem that consisted of the lack of material resources and the problems for their respective application, resulting in that the students do not feel fully enthusiastic about acquiring reading skills. It is essential to consider the factors that intervene in the development of the proposal, where emphasis is placed on the technical dimension in which the academic context and its resources are evidenced, from the economic dimension analyze and describe the costs allocated for the preparation of the proposal From the social perspective, the impact, contributions and actions that benefit education are contrasted, finally, the legal dimension that acts as a fundamental pillar to carry out the project in an effective and regulatory way in order to provide support in the field pedagogical.