Keywords
teaching strategies
secondary education
reading skills
teaching methods
motivation for reading
secondary education
reading skills
teaching methods
motivation for reading
How to Cite
Vargas Gonzales, G. V., Garcia Barrientos, M. E., Manuela Cunya, M., & Cunya Llacsahuanga, G. (2025). Didactic strategies to improve reading comprehension in secondary school students. Universidad Ciencia Y Tecnología, 29(Special), 273-282. https://doi.org/10.47460/uct.v29iSpecial.932
Abstract
This study assessed secondary school students' reading comprehension skills through a pedagogical strategy designed to enhance their text comprehension and analysis abilities. A sample of 60 participants was selected and subjected to pre- and post-intervention assessments to evaluate the strategy's effectiveness. Descriptive and inferential statistical analysis was conducted using the Mann-Whitney U Test. The key findings demonstrated that appropriate didactic strategies that foster motivation and interest in reading significantly improve reading comprehension, leading to more effective and meaningful learning outcomes among adolescents.
References
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[3] A. Chiroleu, «Políticas públicas de inclusión en la educación superior los casos de Argentina y Brasil,» Pro-Posições, vol. 20, nº 2, pp. 141-166, 2009.
[4] Y. Shinohara, M. Matsui y K. Toma, «Using technology to enhance reading comprehension in the classroom,» Journal of Educational Technology & Society, vol. 22, nº 4, pp. 204-212, 2019.
[5] C. Espinosa, E. Oliver y M. T. C. Mercado., «Propuesta de indicadores para evaluar la calidad de un programa de posgrado en Educaciónnica de investigación educativa,» Revista electrónica de investigación educativa, vol. 13, nº 2, pp. 68-82, 2011.
[6] J. Piaget, Psychology and Pedagogy, Viking Press, 1970.
[7] L. Vygotsky, «Mind in Society: The Development of Higher Psychological Processes,» Harvard University Press, pp. 57-88, 1978.
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[11] I. Pinnell y G. Fountas, Guided Reading: Good First Teaching for All Children, Heinemann, 2001.
[12] M. Gremmo, «Reading and critical thinking: A study on the development of reading strategies,» Educational Research Review, vol. 24, pp. 85-103, 1999.
[13] C. Snow, «Academic language and the challenge of reading for learning about science,» Science, vol. 328, nº 5977, pp. 450-452, 2010.
[2] J. Flavell, «Metacognition and Cognitive Monitoring: A New Area of Cognitive–Developmental Inquiry,» American Psychologist, vol. 34, nº 10, pp. 906-911, 1979.
[3] A. Chiroleu, «Políticas públicas de inclusión en la educación superior los casos de Argentina y Brasil,» Pro-Posições, vol. 20, nº 2, pp. 141-166, 2009.
[4] Y. Shinohara, M. Matsui y K. Toma, «Using technology to enhance reading comprehension in the classroom,» Journal of Educational Technology & Society, vol. 22, nº 4, pp. 204-212, 2019.
[5] C. Espinosa, E. Oliver y M. T. C. Mercado., «Propuesta de indicadores para evaluar la calidad de un programa de posgrado en Educaciónnica de investigación educativa,» Revista electrónica de investigación educativa, vol. 13, nº 2, pp. 68-82, 2011.
[6] J. Piaget, Psychology and Pedagogy, Viking Press, 1970.
[7] L. Vygotsky, «Mind in Society: The Development of Higher Psychological Processes,» Harvard University Press, pp. 57-88, 1978.
[8] D. Rumelhart, «Schemata: The building blocks of cognition,» Cognitive Science, vol. 4, nº 3, pp. 211-227, 1980.
[11] I. Pinnell y G. Fountas, Guided Reading: Good First Teaching for All Children, Heinemann, 2001.
[12] M. Gremmo, «Reading and critical thinking: A study on the development of reading strategies,» Educational Research Review, vol. 24, pp. 85-103, 1999.
[13] C. Snow, «Academic language and the challenge of reading for learning about science,» Science, vol. 328, nº 5977, pp. 450-452, 2010.
This work is licensed under a Creative Commons Attribution 4.0 International License.
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