Estrategias didácticas para el desarrollo de la competencia lectora en la educación básica: Una revisión sistemática
Abstract
El objetivo de este artículo de revisión sistemática fue examinar e interpretar los principales datos obtenidos y descubrimientos de las investigaciones previas sobre estrategias didácticas que promuevan el análisis y la reflexión de diferentes tipologías textuales en la educación básica. Para dar cumplimiento a este objetivo se realizó la búsqueda de diferentes artículos empíricos en las siguientes bases de datos; Scopus: 33 artículos, Web of Science 4978, en Scielo: 7, mientras que en Redalyc: 275, quedando un total de (n = 5293). A raíz de la ejecución de algunos criterios de exclusión, se obtuvo una muestra final de 23 artículos. Tras la exploración y análisis de esta, se concluye que existen diversas estrategias didácticas que permiten el desarrollo de la comprensión lectora. El docente cumple un rol importante en su diseño e implementación; por ello, necesita estar en constante formación y actualización para así atender a la diversidad del aula. De lo contrario, no habrá cambios en los resultados académicos y las deficiencias lectoras persistirán.
The objective of this systematic review article was to examine and interpret the main data obtained and discoveries from previous research on teaching strategies that promote the analysis and reflection of different textual typologies in basic education. To fulfill this objective, a search was carried out for different empirical articles in the following databases; Scopus: 33 articles, Web of Science 4978, in Scielo: 7, while in Redalyc: 275, leaving a total of (n = 5293). Following the execution of some exclusion criteria, a final sample of 23 articles was obtained. After exploration and analysis of the sample. It is concluded that there are various teaching strategies that allow the development of reading comprehension. The teacher plays an important role in its design and implementation; For this reason, it needs to be in constant training and updating, in order to attend to the diversity of the classroom. Otherwise, there will be no changes in academic results and reading deficiencies will persist.
The objective of this systematic review article was to examine and interpret the main data obtained and discoveries from previous research on teaching strategies that promote the analysis and reflection of different textual typologies in basic education. To fulfill this objective, a search was carried out for different empirical articles in the following databases; Scopus: 33 articles, Web of Science 4978, in Scielo: 7, while in Redalyc: 275, leaving a total of (n = 5293). Following the execution of some exclusion criteria, a final sample of 23 articles was obtained. After exploration and analysis of the sample. It is concluded that there are various teaching strategies that allow the development of reading comprehension. The teacher plays an important role in its design and implementation; For this reason, it needs to be in constant training and updating, in order to attend to the diversity of the classroom. Otherwise, there will be no changes in academic results and reading deficiencies will persist.
Description
Vol. 5, No. 13