Estrategias lúdicas para mejorar la comprensión lectora desde el enfoque de la neurociencia, para quinto año de educación primaria comunitaria vocacional en la unidad educativa Santa Rosa La Florida A de la zona sur de la ciudad de La Paz.

Abstract

The present investigation evaluated and highlighted the importance of reading comprehension in 51 children of the fifth year of primary education of the Educational Unit Santa Rosa La Florida “A”. Results were obtained below the expected average in all PROLEC SE battery tests, proving that the majority of students do not understand what they read. The research was carried out under a quantitative approach, of a descriptive, proactive type, with a non-experimental transsectional design. Based on the results, the program of playful strategies was developed from the neuroscience approach to improve reading comprehension, called “I understand and I learn”.