Estrategias de Comprensión Lectora

para Mejorar el Rendimiento Escolar en

Estudiantes de Quinto Grado

solve multiple situations to make a certain content his/her own

(Madero, 2011, p. 179). The purpose of the project is the

implementation of didactic strategies to facilitate reading

comprehension in fifth grade students of the Departmental

Educational Institution Rodrigo Vives de Andreis, Orihueca, Zona

Bananera, Magdalena. We worked with 26 boys and girls between

the ages of 9-13 years old. The type of study is qualitative, under the

action research method. A psychosocial survey was used to

recognize the family environment of the students who represent the

population. The didactic strategies based on stories, informative

texts, comics, fables, among others, energized with favorable

environmental situations, according to the age and socio-educational

conditions of the students, an adequate level of reading

comprehension was achieved, even with many difficulties, but it is

demonstrated that these strategies are of great help to achieve textual

comprehension and interest in reading.

Keywords: Comprehension, reading, strategies, didactics.

Institución Educativa Departamental Rodrigo Vives de Andreis,

corregimiento Orihueca, Zona Bananera, Magdalena. Se trabajó con

26 niños y niñas en edades comprendidas entre 9-13 años. El tipo de

estudio es cualitativo, bajo el método de investigación acción. Se

utilizó una encuesta psicosocial para reconocer el entorno familiar

de los estudiantes que representan la población. Las estrategias

didácticas basadas en cuentos, textos informativos, comics, fábulas,

entre otros, dinamizados con ambientes favorables en el entorno

escolar y actividades lúdicas y pedagógicas creativas,

desencadenaron reacciones de atención y concentración de los niños,

mostrando resultados satisfactorios en la comprensión de lectura, de

investigadores. Con la implementación de estrategias didácticas

convencionales, sencillas, basadas en diversos tipos de lecturas

simples, acompañadas de situaciones ambientales agradables,

lúdicas y acordes con la edad y condiciones socioeducativas de los

to the improvement of school performance in fifth grade students of

the Departmental Educational Institution Rodrigo Vives de Andreis,

in Orihueca, Zona Bananera, Magdalena.

Addressing a common situation among teachers of Spanish in the

same educational institution, we intend to establish a detailed

analysis of the significant aspects involved in the lack of reading

comprehension observed inside the classroom, evidenced daily

through observation of students, when in curricular activities they

are required to extract central ideas from a text or analyze paragraphs

grade students of the institution, ratified in the diagnostic part of this

research, most of the students of the fifth grade of basic education,

as a result of multiple factors, for which the objective is to implement

reading comprehension strategies that contribute to improve the

academic performance of students (Albán and Calero, 2017). In

order to achieve this objective and, with it, to answer the research

question, With the didactic strategies proposed can improve the

reading comprehension processes in fifth grade students of the

Institución Educativa Departamental Rodrigo Vives de Andreis

Centro de Educación Básica Primaria N°1, of the corregimiento of

Orihueca, Zona Bananera, it is justified to conduct research that

involves the populations directly affected, in search of potential

solutions that contribute to improve the reading comprehension

processes, through relevant pedagogical actions.(Nieto, 2006, p. 32).

A sample of 26 boys and girls between the ages of 9-13 years old

was randomly selected from the Rodrigo Vives de Andreis

Departmental Educational Institution. The type of study is

qualitative, under the action research method. An initial information

gathering instrument based on a psychosocial survey was used to

recognize the family environment of the students who represent the

research population.

In the diagnosis, it was determined that these are students with few

cases, parents who do not read daily, children who, in general, have

poor reading behavior associated with the lack of reading exercise in

the school and family environment.

acquisition of pleasant strategies to read and understand what is read

(Torres, 2017).

It is considered that the reading comprehension practices

implemented in this study are innovative, although simple and

recognized, but implemented and evaluated in the reality of the

school context in question, as strategies to motivate reading from the

academic environment, showing pleasant options for children to read

through a survey of students, parents and teachers. Next, pedagogical

strategies were selected through reading comprehension materials

and didactic activities. Subsequently, the didactic strategies were

applied creatively in pleasant environments for adequate motivation

little fox friends", "Condorito doctor", "Quique Photosynthesis" and

"Quique spider web"; Compartir Lector: "The little lead soldier",

"The Penguin Family", The Cicada and the Ant" and "The Mouse

and the Lion"; Tales of Nature: "El pajarito", "Buscando leña", En la

noche", "El pastor mentiroso" and "El trabajo de la ballena";

Informative Reading: Card 7 (Lanjarón), Card 8 (Solís), Card 11

(Toy Story), Card 14 (Manifestation), Card 20 (Alka-Seltzer) and

"Zoo" poster; Reading Round (Didactic Game): "The Tortoise and

students selected for the study is 26 boys and girls of the fifth grade,

with representative participation under precepts of social inclusion,

without bias in the sample, randomly and with the consent of the

parents and the directors of the institution. The 46.2% belonged to

enough time reading during the day; there is even a considerable

group of them who read less than an hour a day, which is equivalent

to not exercising the process of reading comprehension. As for the

family support they receive for academic activities at home, the

responsibility falls mostly on the mothers, who are culturally

immersed in household chores and some in working hours, as well

as the fathers, who generally do not take care of their children's

school activities and delegate this responsibility to the mothers.

the presenter and for the listeners. Students consider important the

results, which makes students confront doubts in any subject and

assume effective conceptualization processes based on their own

construction of knowledge (OECD, 2006).

reading comprehension such as reading the bible as a family, making

the market list, reading ads on the internet, listening to news and

playing digital games supervised by parents.

The vast majority of parents agree in recognizing the importance of

reading comprehension in children, to improve academic

performance and for a better performance in daily life, however, they

do not provide adequate support in school, half of the parents say

overcome the difficulties of poverty, school dropout, unmet needs,

In compliance with the objectives set, some didactic strategies of

easy application were developed, based on readings of different

types of informative and literary texts, among others, but set by

playful activities and pleasant environments that facilitate

questions. 4.6% of the students did not manage to comprehend the

texts in any grade.

In Activity 2, Reader Sharing, 53% of the students achieved

satisfactory reading comprehension, while 38.5% did so partially,

i.e., they presented many difficulties in understanding the readings.

In activity 3, Nature Stories, 78% of fifth grade students achieved

study are as follows: