Estrategias de enseñanza y la comprensión lectora

Abstract

This research describes teaching strategies used by teachers for developing reading comprehension in first and second degree promoting the quality of education and genuine enjoyment of reading. It was taken conceptual postures, Vieiro, Mialaret in the topics of regarding reading comprehension; Condemarin in relation with school learning. Ausubel, Bruner, Gardner as a reference point for significant learning. This investigation take a historic hermeneutic paradigm from the research model proposed by Cerda (1991), is qualitative, descriptive and used techniques such as focus groups, interviews and observation. The results show that both grades and cause learning of representations of propositions, and in second grade learning concepts. As for strategies to promote motivation, attitude and affection, was found to be present at least in that first second. In conclusion, teachers need to implement teaching strategies that will increase pupil participation in the development process of creating reading spaces of confidence, enjoyment, satisfaction and decision making about their notions of the text.