Incidencia de la lectura crítica en la comprensión de textos en los estudiantes de octavo año, unidad educativa "Ismael Pérez Pazmiño 2024 -2025

Abstract

This research focuses on the influence of critical reading on text comprehension among eighth-grade students at the "Ismael Pérez Pazmiño" Educational Unit during the 2024-2025 academic year. The study is based on a problem observed in the classroom: many students struggle to go beyond a cursory reading, which limits their ability to analyze, interpret, and reflect on the texts presented in class. Added to this are factors such as a lack of digital resources, teachers' limited knowledge of teaching strategies, and a literal-centered approach to teaching.To conduct this research, a mixed-method approach was used, combining quantitative and qualitative techniques. Instruments such as interviews, surveys, and observation guides were used to obtain a comprehensive view of students' comprehension levels and critical thinking skills. The sample was tested by students and teachers from the 11 eighth-grade classrooms. The data collected was processed and analyzed to identify the main challenges and opportunities within the classroom.The results confirmed that a high percentage of students remain at a basic level of reading comprehension, limiting themselves to identifying explicit information without delving into the author's intentions, context, or argumentation of the text. It was also evident that most teachers do not implement teaching strategies focused on critical reading, which directly impacts poor reading performance.Furthermore, the need to train teachers in the use of innovative strategies is highlighted, as is the importance of integrating technological resources that motivate students and make the reading process more dynamic. Finally, a teaching guide with practical activities is proposed to encourage deeper, more meaningful, and contextualized reading, helping students develop greater confidence both inside and outside the classroom.