Implementación de la Estrategia Lectogamia Para el Fortalecimiento de la Lectura Crítica en los Estudiantes de Cuarto Grado de la Institución Educativa Diego Hernández de Gallegos, Sede la Paz.

Abstract

The "LectoGamia" project addresses the challenge of poor critical reading skills among fourth-grade students at the Diego Hernández de Gallegos Educational Institution, La Paz Campus. 2023 assessments showed that only 40% achieved a satisfactory level of reading comprehension, while 60% struggled to analyze complex texts. The main objective was to design and implement an innovative pedagogical strategy to strengthen critical thinking and reading comprehension through gamified activities, promoting active participation in the learning process. Using a Design Thinking approach, the methodology was developed in iterative stages: an initial diagnosis to identify learning gaps, collaborative co-creation of gamified activities with teachers, classroom implementation, and a comprehensive evaluation. Data collection included standardized pre- and post-tests, surveys, interviews, and classroom observations to assess critical reading levels, student engagement, and participant perceptions. The results showed significant improvements, with a 38.46-point increase in students achieving "Superior" performance in critical reading and a 40% increase in participation during the gamified sessions. The strategy's effectiveness was statistically validated using the Student t test (p = 0.00033), confirming significant differences between the pretest and posttest, supporting the research hypothesis. Despite challenges in inferential comprehension, "LectoGamia" created a dynamic, collaborative, and motivating educational environment, offering a replicable model for improving critical reading in similar contexts.