System of reading activities that contribute to reading comprehension and cognitive development, from the subject of language and literature

Abstract

This article aims to systematize the teaching activities applied to increase reading comprehension in the subject of Language and Literature based on the curricular guidelines and criteria established by educational authorities. The analysis is based on the comparison of the implemented practices by Latin American and Caribbean countries that obtained positive results in the Regional Comparative and Explanatory Study (ERCE 2019). The strategies used by teachers in Peru, Brazil and Costa Rica are examined, and characteristic elements of the teaching of reading comprehension in these countries are systematized.