El Texto Discontinuo como estrategia didáctica para desarrollar la Comprensión Lectora en los estudiantes de Octavo Grado de la Institución Educativa Colegio Pablo Neruda.

Abstract

The development of reading comprehension in support of discontinuous texts is an optimal strategy for increasing student learning. Comprehension is determined as the safest entry for knowledge that allows students to understand different texts, perceive new contexts, stimulate their creativity and achieve new learning. In the same way, it is necessary to take into account why students do not understand the texts, in this way the necessary strategies can be implemented so that they can have a better reading comprehension, therefore, discontinuous texts are applied to visualize an improvement in the knowledge of the students, and, finally, to evaluate the results found in the application of the strategy. Taking into account the above, in this investigative process it seeks to develop reading comprehension using discontinuous texts as a didactic strategy by which, through different representative forms of it, it is intended to see an advance in the reception of knowledge. Hence, it becomes necessary to strengthen the interpretation processes and so that students are able to be analytical and turn the text into a reality, share their knowledge and knowledge acquired by learning with their peers where everyone generates a state of coexistence. in which knowledge and training produce a relationship of exchange of knowledge.