Estrategias de enseñanza para la promoción de la comprensión lectora desde el aprendizaje significativo

This article presents the main findings of the study on the strategies used by early grades’ teachers to promote reading comprehension from meaningful learning insights in children, in order to put forward actions to ensure future reading attitudes. The theoretical conceptualization is presented through recognized authors in reading comprehension, learning strategies and meaningful learning. The methodological approach was assumed from the criticaldialectical paradigm, of holistic type. The techniques used for data collection were participant observation, individual interviews and semi-structured interviews. From the results, it was observed that teachers used meaningful learning strategies to promote reading comprehension, however, there is no evidence of coordination in its use, functionally speaking, as part of a cross-sectional curriculum, and secondly, the results provide reflection elements considering the importance of training spaces for teachers to improve the overall educational act. Finally, the findings of the study allowed the formulation and implementation of a workshop for teachers about this subject in order to strengthen the pedagogic act.

• Autores: Franco Montenegro, Mónica Paola
• Tipo de recurso: Article of journal
• Fecha de publicación: 2012
• Institución: Corporación Universidad de la Costa
• Repositorio: REDICUC - Repositorio CUC
• Idioma: spa
• OAI Identifier: oai:repositorio.cuc.edu.co:11323/1373
• Acceso en línea: https://hdl.handle.net/11323/1373; https://repositorio.cuc.edu.co/
• Palabra clave: Estrategias de enseñanza; Comprensión lectora; Aprendizaje significativo; Acto pedagógico; Paradigma dialécticocrítico; Teaching strategies; Reading comprehension; Significant learning; Pedagogical act; Dialectical-critical paradigm
• Rights: openAccess
• License: http://purl.org/coar/access_right/c_abf2