La activación de los conocimientos previos para la comprensión lectora en niños y niñas de educación básica elemental

Abstract

This study aimed to determine theoretically the importance of the activation of previous knowledge for reading comprehension. Methodologically, we used the bibliographical collection of relevant aspects such as the definition of previous knowledge, teaching strategies for the development of reading comprehension and selection criteria to apply the activation of previous knowledge for the development and enhancement of reading comprehension. Comprehension needed to start reading books, articles, scientific texts, both in traditional and digital format. Finally, strategies were proposed for teaching practice in relation to a Spanish language class guide, which addresses a learning cycle that includes: preliminary aspects, task preparation, task completion and evaluation.