The legend as a didactic resource that motivates inferential reading
DOI:
https://doi.org/10.18537/puc.34.01.10Keywords:
inferential reading, curricular planning, didactic sequenceAbstract
Through empirical observation, a need for improvement in inferential reading skills was identified in a population of Basic General Education students from Escuela Fiscal “Ignacio Escandón” in Cuenca, 2020-2021. Accordingly, the objective of this study was to improve inferential reading comprehension in this population. With a qualitative methodology, a diagnosis was made to support the construction of a didactic sequence based on the narrative resource of traditional stories to motivate student’s participation in classroom. There was a population of 25 students to whom the diagnostic instruments were applied and didactic intervention was carried out for. The findings showed that the design of a didactic sequence based on traditional stories supported the improvement in dimensions that strengthened the student’s critical and reflective capacity, so the use of similar instruments is recommended to cover student´s need for medium and long term.
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