Teaching strategies for developing reading comprehension in third and sixth grade basic education students

Abstract

This research was conducted with the aim of understanding the teaching strategies that third and sixth grade teachers from five (5) basic education centers in the Central District use to develop their students' reading comprehension. At the same time, it aimed to identify the level of reading comprehension performance of the students they serve, in order to compare and analyze these variables. This project was carried out under a quantitative approach, it is transactional in nature with a descriptive scope, as it aims to observe and describe the variables as they are presented at a specific moment, providing a detailed picture of the phenomenon studied. The techniques used for data collection were: a questionnaire for student evaluation and a survey to obtain information from the participating teachers. The results show that, on average, both third and sixth grade students are at the "Needs Improvement" level, and that teachers in these grades use a variety of methodological strategies, mainly activities and resources for the development of literal and inferential reading comprehension.