Neurodidactic strategy for the development of reading comprehension skills in basic education

Abstract

Reading comprehension is a skill that a reader acquires in stages of development by processing, evaluating, and applying information extracted from a text. Eighth-year students of the Upper Basic sublevel of the “Alfonso María Borrero” General Basic Education School require this skill to function in any area of their life. The objective of this article is to propose a neurodidactic strategy for the development of the reading comprehension skill at the literal, inferential, and critical-evaluative levels as part of the teaching-learning process of the Language and Literature subject. From the perspective of the mixed research approach, theoretical, empirical, and statistical-mathematical methods were used for information processing. The work group consisted of a total of 22 students. The main result of the study is a neurodidactic strategy for the development of reading comprehension skills, which is characterized by the articulation of neurodidactic approaches, criteria and modalities, which lead to varied activities, which dynamics are revealed in a typology of texts, enriched by resources and supports. In the consultation of specialists and the systematization of experiences, it is noted that it favors cognitive and affective-motivational processes. In addition, decoding, response to implicit situations, as well as the deduction of explicit ideas and the evaluation of content, in order to issue judgments considering the accuracy, probability and acceptability of each participating reader.