Teoría del proceso lector según Kenneth Goodman para la comprensión textual, mediante estrategias orientadas a la modificabilidad del comportamiento.

Abstract

The main objective of this research project was to analyze the incidence of the theory of the reading process according to Kenneth Goodman for textual comprehension, through strategies aimed at modifying the behavior of secondary and middle school students in the Bethlemitas Brighton educational institution of the city of Pamplona; The above arose from the problems evidenced in the institutional and classroom observation, as well as from the initial diagnostic test, which evidenced the inappropriate behavior on the part of the student body in front of the pedagogical and didactic processes in the classroom, such as disinterest, demotivation, incorrect attitudes, lack of respect between themselves and towards the teacher. 7 Similarly, the students presented serious difficulties regarding the compression and textual interpretation axis, this resulted after the quantitative analysis of the initial test, which led to the creation of a pedagogical proposal aimed at developing textual compression process and modifying the behavior of the students making use of didactic-pedagogical strategies and theories that contribute to them. Therefore, the postulates of Makarenko, A. (1987) with the theory of collectivity and personality education, and Pedagogy for chaos, Feurestein, R (2011) Lipman, M with theory were taken as a theoretical basis of cognitive structural modifiability, Zubiría, J and affective pedagogy, Jean Piaget with the theory of cognitive development and Kenneth G. (1986-2003) with reading strategies, and integral language. The research was carried out under a qualitative paradigm, with a hermeneutical approach, taking into account the participatory action-research method since there were always contacts with students in the classroom. Similarly, if you made use of instruments and data collection techniques such as field diary, observation guides, diagnostic test, final, and semi-structured interviews. The results obtained from the analysis of the final test and the semi-destructive interviews yielded radical and positive changes both in the textual comprehension processes and in the behavior and attitudes of the students.