It guides didactics for the development of the critical level valorativo of reading in students sixth year of basic education

Abstract

Introduction: This article presents the results of a research project conducted at the Limón Educational Unit with sixth-grade students of the EGB (Basic Primary Education). The project focused on identifying deficiencies in reading comprehension, specifically at the critical-evaluative level, which motivated the investigation of ways to develop this level of reading. Materials and methods: This research is classified as applied, with a descriptive and exploratory scope and a mixed approach, with a predominance of qualitative research. Various methods and techniques were used in its development, such as document analysis, student surveys, and semi-structured interviews with teachers. Results: As a result, a teaching guide based on project-based learning (PBL) was designed, which serves as a strategy for guiding the teaching-learning process of reading comprehension. The application of the proposal through action research allowed us to verify the deficiencies that motivated the research and the feasibility and effectiveness of the proposed solution to the problem. Discussion: Developing the critical-evaluative level of reading in students is essential for their comprehensive education and their ability to participate in an informed and critical manner in society. However, there are shortcomings at this level, as corroborated by the results of the diagnosis conducted in this research, which is consistent with the findings of other researchers. Conclusions: The teaching guide for developing the critical appraisal level of reading in elementary school students as a proposed solution has been well accepted by teachers, as changes in attitude and behavior were observed during the implementation process, with favorable criteria that corroborate its validity.