Percepciones de estudiantes de sexto y séptimo de Educación Básica sobre las estrategias docentes para enseñar lectura en las unidades educativas de la ciudad de Cuenca, Ecuador

Abstract

Reading is a means that integrates the person to the culture of which he/she is a part, it is essential in the formation of the subject, as well as in the development of cognitive skills. However, Ecuadorian society faces serious problems in the development of this skill: lack of reading habits and poor reading comprehension skills. This study analyzes the perceptions of sixth and seventh grade students about the strategies used by teachers to teach reading in the educational units of the city of Cuenca, Ecuador. For this purpose, a non-experimental, descriptive, quantitative methodology was used, which included the application of a survey to 188 students from four educational institutions (three public and one private). The results reveal that, according to the students, teachers apply different strategies in the pre-reading, reading and post-reading phases. In the pre-reading phase, students indicated that the teacher predominantly uses the short story, although they prefer legends, horror, fables and a variety of texts. During reading, students indicated that the techniques most used by teachers are comprehension questions, underlining and reading aloud. In the post-reading phase, the children stated that they enjoy the group discussion activity, although the teachers opt for the activity of text production and composition. In conclusion, after the analysis, it is evident that the strategies contribute moderately to help comprehension, that there is a lack of deep comprehension activities and that there is a need for better teacher training in strategies and their implications in reading comprehension.