Implementación de recursos lectores para promover la interpretación de textos en el grado 3. Colegio Técnico la Presentación.

Abstract

In the integral formative practice, the importance of reading comprehension can be observed in girls from 8 to 10. The objective is to enhance reading comprehension in third-party girls A. The methodology that was implemented in this practice were: diagnoses, planning, project In the classroom and reading resources that were the fundamental strategies to improve the difficulties of understanding and interpreting texts, a qualitative approach was used since it was a process where the researcher can investigate. The data collection technique was: participant observation and the instruments used were: field diaries, analysis and context reading. The presentation in primary school of Pamplona Norte de Santander with the facilitator teacher Gladys Vera Rivera was worked with the third-grade girls of the technical school. In conclusion, the practice allowed to know and identify the shortcomings that girls present when understanding a text. From this problem, it was understood how important it is to teach them to interpret what they read, as this will help them improve vocabulary, culture, creativity, imagination, participation and academic performance. To conclude between the reflections, it should be doubted that it is important to teach girls from an early age to think and interpret what they are read and what they read, therefore, one of the strategies most focused on class days, were the resources Comprehensive reading in order for them to acquire meaningful learning. Therefore, more participation, attention and security were achieved when speaking.