Active didactic strategies for foment the reading Comprehension

Abstract

The present research work entitled; Active didactic strategies to promote reading comprehension, has the general objective of contributing to the improvement of the reading comprehension process in fifth grade students, through active teaching strategies. The importance of promoting the process of reading comprehension in students, part of the constant application of strategies that motivate and help improve these processes. For the development of the research, a mixed quantitative-qualitative approach was used, with a quasi-experimental design, the methods were also worked on; scientific, descriptive, analytical-synthetic, inductive, deductive, hermeneutical and statistical that allowed the construction of valid knowledge about a particular phenomenon; the technique was the observation and application of surveys, the same ones that allowed to obtain truthful and objective information; in the procedure in the theoretical foundation, a diagnosis and the design of the workshop called "I read, I understand" was developed. A teacher and 24 students participated in the research work. It is concluded that the active didactic strategies that contribute to the reading comprehension process are the elaboration, targeting, integration, verification, organization and metacognitive strategies, which contribute to encourage reading in children and motivate them, in addition, it benefits the teacher allowing promote a significant, innovative and active learning environment, achieving optimal learning in students and therefore their comprehensive training.