Methodological strategies for the comprehensive reading process of fifth grade students in Ecuador

Abstract

Reading comprehension is a cardinal process of Ecuadorian education, and is emphasized in all its governing documents, since the academic performance of students and their future development in life depends on its effective development. The objective of the article was to socialize about the methodological strategies for the development of the reading comprehension process in fifth grade, in the research context of the “Jorge Ortiz Dávila” educational institution. A qualitative and quantitative approach of descriptive and experimental type was used. The survey was applied to a representative sample of 35 students, through which the main reading comprehension problems faced by students in their academic field were identified. As a result, five key methodological strategies were developed, each with a specific set of necessary actions and resources, focused on improving reading comprehension through interactive and collaborative techniques. These strategies included: group reading, use of educational technology, personalization of materials, encouragement of critical debate, and continuous formative assessments. The implementation of these strategies sought not only to improve reading comprehension, but also to actively involve students in the learning process, adapting to their individual interests and skill levels. This comprehensive approach turned out to be an effective solution to the identified challenges, contributing significantly to the educational development and enrichment of students' reading comprehension skills. The methodological strategies were validated experimentally and demonstrated the relevance of the scientific result.