Estrategias instruccionales para comprender y escribir historias de aventura con estudiantes de octavo año de básica

Abstract

Reading and writing are important skills in the teaching- learning process. However, the students of all levels of educational Ecuadorian system, have deficiencies in the development of these skills. The Azuay students are not the exception, In the Zoila Aurora Palacios Educative Unit of Cuenca City, according to the grades records, the students who pass to the eight year of basic education present a low performance in Lengua y Literatura Area.The present study aimed to improve the written production of the eighth-year students of EGB parallel "C" of the Zoila Aurora Palacios Educational Unit through the application of a didactic sequence that addressed the reading and writing of adventure stories and whose main methodological way was instructional strategy. The didactic sequence took advantage of the theoretical elements of the narrative to apply metacognitive processes among the participants of this intervention. The method allowed us to observe and describe the reading and writing processes applied in a pedagogical intervention that was divided into five phases and then present it through a pedagogical narrative. The study was framed within the qualitative interpretive paradigm, the data collection method was direct observation and its most important record was the field diary. After the implementation of the didactic sequence, the students were able to consciously write adventure stories, embodying the textual categories of the narrative in their writings at an acceptable level.