Methodological strategies to develop the learning of the understanding reader in students of eighth degree
Keywords:
reading comprehension, methodological strategies for reading comprehension, innovative methodological strategiesAbstract
Introduction: This research was conducted at the Nicasio Zambrano Giler Educational Unit in Rocafuerte, Manabí, with eighth-grade students. Its objective was to assess the impact of applying innovative methodological strategies on reading comprehension. Materials and methods: The study employed a predominantly qualitative approach, with a descriptive and correlational scope. It utilized theoretical methods such as analysis-synthesis and induction-deduction, as well as empirical techniques including teacher interviews, student surveys, and pre- and post-tests evaluated with an analytical rubric. The population consisted of 12 students and 3 teachers, from which a non-probability sample of 12 students and 1 teacher was selected. Results: The results showed limitations in reading habits (85.5% read only when required), poor comprehension (33.3% only understand sometimes), and insufficient use of innovative strategies by the teacher. Based on these findings, methodological steps were designed and implemented, including teacher training, diagnostics, text selection, and the application of strategies such as underlining, summarizing, question formulation, tree diagrams, ICT use, and collaborative learning. Discussion: This study is compared with previous research that supports the effectiveness of underlining, questioning, and graphic organizers. After the intervention, the post-test showed significant improvements: 75% of students were able to identify keywords; 100% consulted digital resources; and the percentage of students who were unable to construct new texts and self-regulate their comprehension decreased from 75% to 16.6%. Conclusions: The systematic application of innovative, contextualized, and integrated methodological strategies substantially improves reading comprehension, demonstrating its relevance and potential for generalization in Ecuador's Basic General Education system.
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Copyright (c) 2026 Maikelyn Maguita Romero Rodríguez, Jessica María Acosta Zambrano, Melanie Lisbeth Villarreal Zambrano , Sandra Edith Rodríguez Bejarano
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