Active learning strategies to improve reading comprehension in primary school
DOI:
https://doi.org/10.63618/omd/ssjm/v1/n3/19Keywords:
active learning, reading comprehension, primary education, pedagogical strategies, metacognitionAbstract
This study critically analyzes active learning strategies as effective tools to improve reading comprehension in elementary school students. In response to the low reading performance evidenced in regional assessments, the authors conducted a narrative literature review of research published between 2010 and 2024 in academic databases such as Scopus and ERIC. They identified pedagogical practices focused on active student participation, such as shared reading, group discussion, project-based learning, the use of graphic organizers and reading self-regulation strategies. These methodologies promote complex cognitive skills, critical thinking and autonomy, in addition to showing positive results in diverse educational environments. The findings indicate that active strategies not only improve literal and inferential comprehension, but also foster a reflective attitude towards the reading process. It is concluded that their systematic integration, together with adequate teacher training and favorable institutional conditions, constitutes a viable way to strengthen reading in school contexts.
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Copyright (c) 2023 Pucha-Chiluiza, Valeria del Rocío, Veloz-Criollo, Mery Anabel, Vera-Pucha, Yenny Silvana, Azes-Llumitaxi, Yesenia Alexandra (Autor/a)
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