Development of comprehension of literary arts texts at the María Auxiliadora School of Basic Education, in Cashapugro (Ecuador)
DOI:
https://doi.org/10.18537/ripa.12.07Keywords:
literary arts, reading comprehension, covid 19, one-teacher school, learning difficulties, educational interventionAbstract
This article relates the application of a teaching intervention project for the development and improvement of reading comprehension of literary arts texts in the students of the María Auxiliadora School of Basic Education, located in the community of Cashapugro (Azuay), during the second quarter of the school year 2020-2021, in the midst of the COVID-19 health emergency. The study refers to the reality of the educational center, a rural single-teacher school with its own characteristics, as well as the planning and implementation of the activities of the intervention project, entitled "Reading is imagining and creating". Finally, a series of reflections and self-critical evaluations are made on the results obtained.
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