La leyenda: una estrategia didáctica para mejorar la comprensión lectora

Abstract

The present investigative work is oriented towards the research for updated information about the legend as a didactic strategy to improve reading comprehension in fifth-grade students of basic general education. It responds to a quantitative-qualitative field study. Some techniques such as hermeneutics and the analysis-synthesis, inductive-deductive, observation, interview, and survey methods were used. They allowed us to know the systematization of sufficient scientific evidence based on the objective set in a population of 35 students taken as a study sample. The project is developed either by diagnosing the object of study or identifying the central problem. Using the objectives of the inquiry and whose essential purpose is to determine the incidence of the legend as a didactic strategy to improve reading comprehension in the fifth grade of Rodrigo Chávez González School, Huaquillas Canton, academic period 2021-2022. Then, the delimitation of the variables corresponding to the didactic strategies, reading comprehension, and the theoretical and conceptual framework development. The findings found through the application of the research instruments allow us to conclude that students present few skills to correctly understand written texts, due to the lack of didactic strategies, since teachers only use school textbooks provided by the Mineduc as resources for the explanation of their classes. Likewise, the characteristics of low reading comprehension in students were determined, which are, low decoding and argumentation skills, in fact, difficulty in constructing a coherent narrative and cohesion to connect ideas. It was observed that the evaluation is infrequent and is done in a Summative way, which does not allow to detect and correct errors in time. According to the test results: the student's attitude towards reading is unstable, low interest, motivation and different emotional reactions; it’s notorious a spelling reading, in other cases by words, an occasional respect for punctuation and intoned expression; frequency of omission, repetition and substitution of words. In addition, a varied reading speed could be identified, with a potential level of comprehension that does not reach the limit range of interpretation. In conclusion, the difficulties to interpret a text are specific, so it was decisive to propose a didactic guide that favors and benefits children who present these cognitive difficulties through legends as a strategic means, in emphasis, legends are a form of artistic expression, a way to tell stories, to transmit knowledge and to entertain. In them reality and fantasy, the true and the imaginary are mixed, legends are a very valuable source of information to learn about the culture of a people, most importantly, it manages to entertain the reader. Reading allows access to a large amount of information, enriches the intellect, develops creativity, facilitates the learning of other languages, cultures and customs, in addition to keeping the reader informed, provides a broad sense of interpretive and decoding knowledge. In this sense, the design of the proposal is based and argued with the theoretical bases and the results to be improved, therefore, the structure of the didactic guide is directed by means of a sequence of techniques and the legend as a strategy with the purpose of motivating and improving reading comprehension.