Proyecto de aula como estrategia didáctica para potencializar lectura con una perspectiva cultural

Abstract

In this research, I addressed the strengthening of the reading teaching-learning process for 14 first-grade students at Colegio Mi Mundo Mágico in Villavicencio. Through an initial diagnosis, I identified that my students faced mild to severe difficulties in fundamental skills such as phoneme discrimination, syllable segmentation, phoneme identification, and verbal fluency. To solve this problem, I designed and implemented a didactic strategy called "Strengthening Reading Through Llanera Culture," structured as a classroom project with play-based pedagogical activities that integrate regional elements. I used a qualitative research approach under the Educational Action Research (EAR) method, which allowed me to act as a teacher-researcher within my own school context. I evaluated the impact of the proposal through the application of pre-test and post-test questionnaires. The final results showed that my strategy had a positive impact, achieving a significant reduction in initial difficulties; for instance, in phoneme discrimination, my students' success rate rose from 57.1% to 92.9%. I conclude that using local culture as a motivating axis significantly enhances the development of reading competencies in early childhood education