Methodological strategies to develop the learning of the understanding reader in students of eighth degree

Abstract

Introduction: This research, conducted at the Nicasio Zambrano Giler Educational Unit (Ecuador), addressed the problem of reading comprehension limitations among eighth-grade students, caused by factors such as external distractions, traditional teaching methods, and the inadequate use of strategies. The objective was to assess the impact of innovative methodological strategies on reading comprehension learning. Materials and methods: This qualitative, descriptive-correlational study used a non-probability sample of 12 students and one teacher. Theoretical methods (analysis-synthesis, induction-deduction) and empirical methods (document analysis of the curriculum, teacher interviews, student surveys, and a pre- and post-test evaluated with a rubric) were employed. Results: The initial assessment revealed students lacking reading habits and motivation, and a teacher who did not apply innovative strategies or consider the different stages of reading. Based on this, strategies such as underlining, summarizing, tree diagrams, the use of ICT, and collaborative learning were implemented. A comparison of the pedagogical tests showed a significant improvement: students progressed in identifying key ideas, using digital resources, and inferring, although difficulties persisted in comparing texts and self-regulating their learning. Discussion: The positive results corroborate findings from previous studies that highlight the effectiveness of integrated, cognitive strategies and the use of ICT for reading comprehension, demonstrating that a planned and contextualized intervention surpasses traditional practices. Conclusions: The implementation of the steps for deploying innovative methodological strategies proved to be relevant and effective in improving reading comprehension learning in eighth-grade students, suggesting its potential for generalization throughout Basic General Education.