Leer y escribir textos argumentativos en el nivel inferencial en estudiantes de décimo año de básica

Abstract

In agreement, with the latest results of the PISA Assessments carried out in 2018 and the reading and comprehension tests demonstrate the scores obtained by Ecuadorian students are clearly below those obtained by other countries in the region. Demonstrating that when students face different texts they lack reading, writing, inference skills and a lack of critical analysis. In order to search, assume common criteria and establish future educational policies, the development of reading competence becomes a predictive value of the student's academic performance and their level of competence for adult life. Currently, it is observed that classrooms have become knowledge reproducers, with activities proposed by the teacher limiting the development of reading comprehension, since knowing how to read and write is more than inferring. For this reason, a methodological proposal is executed with the implementation of action research in which it seeks to collect information from a qualitative approach. Through the implementation of a didactic sequence. It allowed the strengthening of critical thinking where the student learns to question information and identify possible fallacy biases and to assess the solidity of the evidence, also, improve argumentation skills by acquiring the ability to construct arguments with coherence, structuring logically, presenting your ideas more clearly and persuasively.