Programas de entrenamiento de comprensión lectora en Educación Primaria
Fecha
2019-10-21
Autores
García Sabalete, María de los Ángeles
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Resumen
La actividad de leer, así como la comprensión lectora es una de las habilidades lingüísticas imprescindibles que los alumnos deben alcanzar durante la etapa de Educación Primaria para facilitar la adquisición de las competencias básicas. Ello le permite comprender textos e interactuar con ellos. Por esta razón, el siguiente trabajo ofrece una aproximación al concepto de comprensión en cuanto a leer y su situación en la Educación Primaria, mostrándose diferentes estrategias de intervención para fomentarla. Por otro lado, se muestra una propuesta de intervención didáctica en la que, a modo de ejemplo, podemos ver como se trabaja la lectura y comprensión lectora en un aula de Educación Primaria a partir de lo desarrollado en el marco teórico de este trabajo.
Reading, as well as reading comprehension, is one of the essential language skills that students must acquire during Primary Education to facilitate the acquisition of basic skills. This allows them to understand texts and interact with them. For this reason, the following work offers an overview of the concept of reading comprehension and its relevance in primary education, presenting different intervention strategies to promote it. Furthermore, a proposed didactic intervention is presented, providing an example of how reading and reading comprehension are addressed in a primary education classroom based on the theoretical framework developed in this work.
Reading, as well as reading comprehension, is one of the essential language skills that students must acquire during Primary Education to facilitate the acquisition of basic skills. This allows them to understand texts and interact with them. For this reason, the following work offers an overview of the concept of reading comprehension and its relevance in primary education, presenting different intervention strategies to promote it. Furthermore, a proposed didactic intervention is presented, providing an example of how reading and reading comprehension are addressed in a primary education classroom based on the theoretical framework developed in this work.