Estrategias de animación de lectura para el desarrollo de hipótesis predictivas

In the second cycle of primary school, reading training usually focuses on the literal level for the understanding and interpretation of texts addressed in class. The objective of this work is to strengthen the development of predictive hypotheses in students in the second cycle of elementary school through literacy texts animation strategies. The intention is to recognize that reading animation strategies based on the formulation of predictive hypotheses mobilize the student to inferential reading. The research, of a qualitative nature, is located in the problem area of descriptive approach, when studying a population group of various educational institutions without directly intervening in it. Through a documentary analysis, both theoretical and legislative bibliography, various reading animation strategies were systematized, which affect the development of hypotheses as a fundamental element for inferential understanding. The formulation of the didactic orientations are a proposal for a classroom intervention in said population, to comply with what is established in the Basic Standards of Language Skills; Those that function as a reference for the approach of a first approach to inferential reading from the primary basic.

• Autores: Avella Arévalo, Lina Alejandra
• Fecha de publicación: 2020
• Institución: Universidad de San Buenaventura
• Repositorio: Repositorio USB
• Idioma: spa
• OAI Identifier: oai:bibliotecadigital.usb.edu.co:10819/8749
• Acceso en línea: http://hdl.handle.net/10819/8749
• Palabra clave: Animación de lectura; Plan lector; Hipótesis predictivas; Textos literarios; Estrategias; Hábitos de lectura; Comprensión de lectura - Pruebas; Educación básica primaria-Santiago de Cali; Práctica docente
• License: Atribución-NoComercial-SinDerivadas 2.5 Colombia