Estrategias didácticas para el desarrollo de la comprensión lectora en básica secundaria.

Abstract

The grade work presented below was carried out with the theme of reading comprehension, focused on strengthening it using didactic strategies, for students of basic secondary school. It is common today to observe a low level of reading comprehension in most students. There are many factors that influence this process, such as: culture, family, emotional aspects, the social context, among others. Finally, the student perceives the reading activity as an obligation but not as a pleasant activity, which further contributes to their deficit in reading comprehension. As a result of this, students obtain low results in the different tests carried out in our country, according to data from the (OECD), a low reading comprehension index is evident, the Organization for Economic Cooperation and Development (OECD) states that the results of the PISA 2018 tests, it was found that about 8,000 15-year-old Colombian students who took the test between April and May 2018 obtained a performance lower than the OECD average, as in 2015, but decreased their score reading (412 points compared to 425 in 2015) and science (413 points compared to 415 in 2015). Meanwhile, in mathematics there was little progress, going from 390 points in the last edition to 391 in the most recent. That is why a proposal was designed in which didactic strategies are created from the contributions of Cassany and Isabel Solé to strengthen this competence, in order to motivate the student to develop their reading comprehension.