Compresión lectora del cuento: Cómo mejorarla en estudiantes con dificultades de aprendizaje

Abstract

Students with learning disabilities show difficulties in reading comprehension and require explicit instruction in strategies that facilitate this process. For this reason, this article has a double purpose: First, based on diverse research, to describe the (a) story grammar, (b) its allied, the story mapping, and (c) self-questioning, three strategies that improve reading comprehension of stories in children with learning disabilities. Second, a practical guide for teaching the three strategies to these students at elementary level is offered. Finally, based on supporting studies, to elaborate a practical guide to deal with the reading comprehension of narrative texts to students with learning disabilities at secondary level is recommended.