Estrategias de enseñanza de la lectura implementadas por los docentes de lengua castellana en básica primaria
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Fecha
2024
Autores
Carbono Cabarcas, Vicky Elena
Pacheco Tapia, Marieth Carolina
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Ediciones Universidad Simón Bolívar
Facultad de Ciencias Jurídicas y Sociales
Facultad de Ciencias Jurídicas y Sociales
Resumen
La presente investigación tiene como propósito fundamental analizar las estrategias de enseñanza de la lectura implementadas por los docentes de lengua castellana en la educación básica primaria, con el objetivo de comprender los métodos utilizados para enseñar y desarrollar estas habilidades lingüísticas. La investigación se enmarcó en un enfoque mixto con un diseño exploratorio y explicativo secuencial (DEXPLIS). Inicialmente, se recabaron y analizaron datos cuantitativos para identificar y clasificar las estrategias de enseñanza de la lectura utilizadas por los docentes según los niveles de lectura. Posteriormente, se recogieron y evaluaron datos cualitativos a través de observaciones y entrevistas semiestructuradas para profundizar en la secuencia didáctica que utilizan los docentes en el proceso de enseñanza de la lectura y para describir sus experiencias y percepciones.
Con los resultados obtenidos se concluye que la lectura es la principal habilidad que se busca desarrollar desde los primeros grados y perfeccionar en los grados superiores para que los estudiantes tengan una lectura comprensiva que les permita reconstruir de forma asertiva y significativa la información que transmite cada autor dentro de un texto. Con esta investigación se resalta la participación del docente en el desarrollo de las competencias lingüísticas de los estudiantes como pieza fundamental al proponer estrategias metodológicas que les permite potenciar sus habilidades y fortalecer el proceso de comprensión de los significados presentes dentro de un texto hasta que se convierta en un proceso autónomo y automático.
The fundamental purpose of this research is to analyze the reading teaching strategies implemented by Spanish language teachers in primary basic education, with the aim of understanding the methods used to teach and develop these linguistic skills. The research was framed in a mixed approach with a sequential exploratory and explanatory design (DEXPLIS). Initially, quantitative data were collected and analyzed to identify and classify the reading teaching strategies used by teachers according to reading levels. Subsequently, qualitative data were collected and evaluated through observations and semi-structured interviews to delve deeper into the teaching sequence used by teachers in the process of teaching reading and to describe their experiences and perceptions. With the results obtained, it is concluded that reading is the main skill that seeks to be developed from the early grades and perfected in the higher grades so that students have a comprehensive reading that allows them to reconstruct in an assertive and meaningful way the information transmitted by each author. within a text. This research highlights the teacher's participation in the development of students' linguistic competencies as a fundamental piece by proposing methodological strategies that allow them to enhance their skills and strengthen the process of understanding the meanings present within a text until it becomes in an autonomous and automatic process.
The fundamental purpose of this research is to analyze the reading teaching strategies implemented by Spanish language teachers in primary basic education, with the aim of understanding the methods used to teach and develop these linguistic skills. The research was framed in a mixed approach with a sequential exploratory and explanatory design (DEXPLIS). Initially, quantitative data were collected and analyzed to identify and classify the reading teaching strategies used by teachers according to reading levels. Subsequently, qualitative data were collected and evaluated through observations and semi-structured interviews to delve deeper into the teaching sequence used by teachers in the process of teaching reading and to describe their experiences and perceptions. With the results obtained, it is concluded that reading is the main skill that seeks to be developed from the early grades and perfected in the higher grades so that students have a comprehensive reading that allows them to reconstruct in an assertive and meaningful way the information transmitted by each author. within a text. This research highlights the teacher's participation in the development of students' linguistic competencies as a fundamental piece by proposing methodological strategies that allow them to enhance their skills and strengthen the process of understanding the meanings present within a text until it becomes in an autonomous and automatic process.
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Palabras clave
Estrategias de enseñanza, Lectura, Aprendizaje significativo, Secuencia didáctica, Competencias lectoras
