Fortalecimiento de la enseñanza de la decodificación primaria para mejorar la comprensión lectora en los estudiantes de grado tercero de la Institución Educativa Germán Arciniegas de Villavicencio a través de una estrategia didáctica para el área de lengua castellana

Abstract

The present research work gives an account of the didactic reflection that arose from the design and application of a didactic strategy based on primary decoding in third grade students at the Germán Arciniegas Educational Institution in Villavicencio. From this point on, the aim was to face the difficulties related to the problems that the reader faces when he does not know the terms immersed in the texts, preventing reading comprehension. Therefore, this research decided to focus on the teaching of processes that allow the development of skills in primary decoding that relate the lexical vocabulary and lexical recovery, through three auxiliary mechanisms: contextualization, radication and synonymy which help to meet the need for information required of the text, gradually acquire greater knowledge of the terms to interpret and improve the teaching of reading comprehension processes, present in all areas of school activity. It is oriented from a qualitative approach and is framed in a design of its own for Action Research. Three stages were proposed for its development: The first one corresponds to the investigative inquiry, reading comprehension levels of the target population. The second one establishes the design and implementation of the didactic unit that contains the set of activities proposed for the intervention. In the final stage is the analysis of the results of the didactic strategy, which served to promote and develop reading skills in the group under investigation, evidencing significant advances in reading comprehension in practice.