Estudio de la comprensión lectora en estudiantes de cuarto grado de un colegio público.

Abstract

INTRODUCTION: Reading is an interactive process in which an important relationship is established between the text and the reader, which favors the development of the cognitive areas of the brain and the development of emotions. Instilling the habit of reading in children will bring benefits in learning. The main objective of this research is to design strategies with a metacognitive approach that allow students to develop reading skills and facilitate text comprehension. METHODS: The methodology used is quantitative in nature, descriptive and cross-sectional; The progressive linguistic complexity reading comprehension test was applied to 70 students. RESULTS: 54.3% of the girls present a low level of reading comprehension, 45.7% a medium level and 0.0% a high level. In the same way, 40.0% of the children present a low level, 48.6% a medium level and 11.4% a high level. Evidencing that the male gender has a higher level of reading comprehension compared to the female gender. ANALYSIS AND DISCUSSION: Insufficient levels of reading comprehension are reflected in the exams, showing that students do not have the necessary skills to understand and be understood. CONCLUSIONS: Strategies with a metacognitive approach should be implemented to support reading comprehension processes, and after the intervention, a reassessment of the school population should be carried out, seeking to monitor and follow up on the process and thus measure progress.