Games to strengthen literal, inferential, and critical reading comprenhesion levels in fourth-grade students
DOI:
https://doi.org/10.61447/20241201/art05Keywords:
reading comprehension, literal level, inferential level, critical levelAbstract
This paper presents the results of a study whose objective was to develop a pedagogical proposal based on playful games to strengthen the levels of literal, inferential and critical reading comprehension in fourth grade primary school students at the Sagrado Corazon School of the Municipality of Peace of Ariporo, Casanare-Colombia. It is a qualitative approach study under an action research design supported by techniques such as the questionnaire applied to 29 students. During the implementation, the participant observation technique, for which a field diary was designed to record information during the execution of the games. The results show a basic and medium level of development of the three levels of reading comprehension in the participating students. As a result, a guide of twelve games was designed, distributed in three groups of four to strengthen each dimension. Each of the games was organized as follows: instructions (generative topics, responsible people, beneficiaries and resources), didactic sequence (let's start, play and consolidate our fun), construction and evaluation. As a product of the procedural evaluation in each of the games to observe the improvements in the development of the proposal, a high effectiveness was identified because the majority of the students presented high and basic performances. It is concluded that the game guide fostered students' interest in reading due to its playful nature, which led to a strengthening of attention and thus greater immersion in the text and, therefore, improvements in its understanding.
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