Desarrollo de una secuencia didáctica para la enseñanza de la lectura desde el enfoque sociocultural

Abstract

This research focuses on developing reading and writing skills in third grade students at UE Miguel Moreno Ordoñez to overcome the aftermath of the COVID-19 pandemic. The socioeconomic context of the families, dedicated to commerce, presented a challenge for the teaching of written language, which is not a priority at home. A sociocultural intervention was proposed that valued the students' cultural environment and emphasized a methodology in which students recognized why and for what purpose to read and write. The general objective of the research was to develop the reading competence of third year students, through the “didactic sequence”, within the sociocultural approach. Action research was the methodological approach chosen, which combines practice and reflection. Within this type of research, reading and writing materials were elaborated, which took into account the sociocultural context of the students, emphasizing that reading and writing practices are actions that have a determined purpose. The “didactic sequence” was proposed as a pedagogical strategy to develop reading and writing skills, from prior knowledge to text production and/or reading comprehension. A diagnostic test was administered to all third year students, establishing a baseline. In the end, the results did not show significant progress in reading comprehension, attributed to the lack of direct interaction, due to the fact that I changed institutions, and to the counterproductive practices of the substitute teacher, which demotivated the students.