Methodological alternative for the improvement of reading comprehension of students of middle basic education

Abstract

The present study addresses the reading problems that students face at the end of Primary Education in Ecuador. A reading teaching method aimed at Middle Basic Education students is proposed, which has been developed and tested by the author of this article. The results obtained on various occasions have been positive, evidencing the punctuality of the students in reading lessons, their full participation in all activities, the improvement in their fluency, rhythm and intonation when reading, as well as their ability to paraphrase effectively. Additionally, students have achieved solid reading comprehension at the three levels of analysis: literal, inferential, and critical-evaluative. It should be noted that this teaching method actively involves the educational institution, the community and its authorities.