Reading Comprehension Strategies to Improve School Performance in Fifth Grade Students

Abstract

Reading comprehension is the reader's ability to have and use different strategies that help him/her understand different texts and solve multiple situations to make a certain content his/her own (Madero, 2011, p. 179). The purpose of the project is the implementation of didactic strategies to facilitate reading comprehension in fifth grade students of the Departmental Educational Institution Rodrigo Vives de Andreis, Orihueca, Zona Bananera, Magdalena. We worked with 26 boys and girls between the ages of 9-13 years old. The type of study is qualitative, under the action research method. A psychosocial survey was used to recognize the family environment of the students who represent the population. The didactic strategies based on stories, informative texts, comics, fables, among others, energized with favorable environments in the school environment and creative ludic and pedagogical activities, triggered reactions of attention and concentration of the children, showing satisfactory results in reading comprehension, according to the evaluation and analysis process carried out by the researchers. With the implementation of conventional, simple didactic strategies, based on different types of simple readings, accompanied by pleasant and playful environmental situations, according to the age and socio-educational conditions of the students, an adequate level of reading comprehension was achieved, even with many difficulties, but it is demonstrated that these strategies are of great help to achieve textual comprehension and interest in reading.