Teaching strategy for the development of reading comprehension

Abstract

Within Ecuador, a worrying decline in reading levels has been observed among students. Underlying these declines are difficulties in text comprehension, an inability to summarize or paraphrase what they read, poor quality of responses to comprehension questions, and difficulty identifying the main plot of a text. The objective was to establish a teaching strategy for developing reading comprehension in elementary school students (ages 6 to 8) at the "Tosagua" Educational Unit in the Tosagua Canton. The research was conducted from a mixed approach, employing the theoretical methods of analysis-synthesis, historical-logical analysis, systemic approach, and content analysis. The results showed that the proposal is viable and responds to the needs of teachers and families to contribute to the development of reading comprehension in children, with the consequent improvement of performance in school, family, and social contexts