Browsing by Author "Romero Maigualca, Karla Pamela"

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    Estrategias para el desarrollo de la competencia Lectora
    (Universidad Técnica de Cotopaxi (UTC). Pujilií. Educación Básica, 2026-11-05) Romero Maigualca, Karla Pamela; Vizuete Toapanta, Juan Carlos
    The study analyzed the importance of strategies for strengthening reading competence among students in General Basic Education, considering the comprehension, interpretation, analysis, and reflection on texts as fundamental skills for comprehensive learning and the development of critical thinking. The general objective was to establish strategies for strengthening reading competence through the selection of innovative activities aimed at students in General Basic Education in the cantons of Pujilí, Latacunga, and Salcedo, in the Cotopaxi province. The research was conducted using a qualitative approach, incorporating fieldwork and a literature review. To collect data, an observation guide for students and an interview guide for teachers were used. The information obtained was organized and analyzed using matrix processing. The results showed that teachers employed strategies such as guided reading, asking questions, activating prior knowledge, and pre-reading, reading, and post-reading activities; however, these were implemented in a somewhat unsystematic manner and with limited methodological variation. Challenges were also identified regarding the consistent use of technological resources, the development of critical thinking, and the establishment of reading habits. Based on these findings, it was determined that strategies such as storytelling, puppet shows, role-playing, language games, pictograms, and gamification needed to be incorporated. It was concluded that the planned and diversified application of methodological strategies helped strengthen reading competence, participation, motivation, and interest in reading. Finally, a guide to methodological strategies was developed as a support resource to guide teaching practice and promote dynamic, meaningful, and participatory learning