Improvement of the Teaching of Reading Comprehension in English in the Tenth Grade
Keywords:
Reading comprehension in English, didactic strategy, metacognition, pre-university education.Abstract
The research addressed the shortcomings in teaching reading comprehension in English to tenth-grade students in the municipality of Cueto. Its objective was to design a didactic strategy to improve this process. A sequential mixed design was used: 45 students and three teachers were involved, and observation, surveys, interviews, and document analysis were applied to diagnose pedagogical practice. The results showed a predominance of literal comprehension, low motivation, dependence on the translator, and absence of explicit teaching of metacognitive strategies; in addition, the post-reading phase and creative-critical tasks were the weakest. The proposal articulated communicative and developmental principles, explicit teaching of strategies, gradual scaffolding, and use of authentic texts, organized in three stages (characterization and awareness; training and design; assessment). It was concluded that the strategy was relevant and feasible to promote more autonomous, critical, and creative readers, and its experimental implementation and teacher training were recommended.
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