Las fábulas como recurso didáctico para mejorar la comprensión lectora en cuarto grado, Escuela Amelia Tobar Subiaga, Cantón Pasaje, 2021-2022

Abstract

The present research focuses on fables as a resource that facilitates and helps improve the understanding of texts, because, in basic education, it is common to observe that students have difficulty understanding written texts, which becomes a learning obstacle that prevents good cognitive development. Reading comprehension is one of the fundamental competences that individuals must develop in their academic formation because it is considered as the essential basis for the acquisition of knowledge in the different areas of knowledge. Therefore, it is necessary to use innovative didactic resources that strengthen reading comprehension skills. The difficulty in the compression of texts is recurrent in some educational institutions of the country and in most of the cases it is not given due attention, teachers use in a deficient way the resources focused on the compression of texts. For this reason, it was proposed as a research purpose to determine the incidence of fables as a didactic resource to improve reading comprehension in fourth grade children of the Amelia Tobar Subiaga School, canton Pasaje, 2021-2022 Because it is a research within the field of Social Sciences, the approach with which the work was carried out is qualitative-quantitative, is relational level, because he related reading comprehension to the fable as a didactic resource in order to note the influence that both have on the observed problem. Explanatory because it was established causes and effects generated with the variables in study and descriptive due to explained the problem of the aural context and to measure the influence that the independent variable has in relation to the study subject. Its format is documentary and field. It is documentary because it uses different scientific articles from indexed journals related to the subject investigated with the purpose that is based on theoretical bases, is field because it is performed in the context and place where the problem that is the Amelia Tobar Subiaga School was evidenced. The techniques and instruments applied are qualitative and quantitative, which were applied to students and teachers of the fourth grade of basic education. With the application of the research instruments, it was able to demonstrate relevant findings that allowed us to understand the problem and served for the intervention proposal. Among the most relevant results obtained in student surveys, observation guide and teacher interview, it is evident that students present difficulties in reading comprehension since they lack skills for analysis, reflection and interpretation of information. In addition, most students have a basic level of reading comprehension because only a command of the literal level that involves understanding and retaining the explicit content is evidenced. In addition, it was determined that the resources most used to improve reading comprehension are videos, school text and stories being traditional and audiovisual resources that are not very motivating and interesting for students. On the other hand, students expressed the benefits of fables as a didactic resource highlighting their most outstanding characteristics as illustrative texts and generating significant learning. These results led to the development of a didactic guide on a compendium of fables with exemplified activities, so that children can achieve a good command in reading comprehension. This guide provided teachers with activities focused on understanding, using cognitive and metacognitive strategies that allow the student to put into play all their skills and experiences to give meaning to the texts they read, also put into practice the axiological part within the formative development of children