Influence of teaching methodology on the reading competence of primary school children

Abstract

Achievements in learning to read continue to be a concern at an international level. In the present study, the central objective was to determine whether teaching methodology and its dimensions constituted predictors of reading. The research methodology used was quantitative, non-experimental, correlational-causal design; its sample consisted of 126 students from the fourth cycle of primary school; from whom information was collected through a questionnaire and a test according to the level of studies. The study’s results showed that the dimensions of teaching methodology influence the results of reading comprehension, constituting a predictor of it; which demands attention from teachers to ensure learning achievements.