Estrategias didácticas para favorecer la comprensión lectora de textos narrativos en estudiantes del nivel secundaria.
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Fecha
2026-08-07
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Escuela de Educación Superior Pedagógica Pública Víctor Andrés Belaunde
Resumen
Esta investigación parte de la necesidad de identificar y sistematizar estrategias didácticas que permitan a los estudiantes de educación secundaria vincularse mejor con los textos narrativos, reavivando su motivación por entender lo que leen. Con ese fin, se revisó la producción científica de los últimos cinco años (2021-2025), eligiendo diez artículos relevantes que proponen formas prácticas de potenciar este proceso en el aula. Los resultados muestran que, al modelar nuestro propio razonamiento como profesores, realizar organizadores gráficos o actividades lúdicas, los alumnos superan el temor a la lectura. Asimismo, integrar relatos locales y herramientas tecnológicas hace que el aprendizaje se sienta más relevante y propio. En conclusión, leer va más allá de decodificar letras: es un proceso de construcción de significados. El secreto está en reconocer al estudiante como un pensador activo, empleando tecnología y conversaciones para transformar cada libro en una oportunidad de desarrollo personal y mayor independencia.
This research stems from the need to identify and systematize teaching strategies that enable secondary school students to better engage with narrative texts, thereby rekindling their motivation to understand what they read. To this end, the scientific literature from the last five years (2021–2025) was reviewed, and ten relevant articles proposing practical ways to enhance this process in the classroom were selected. The results indicate that when teachers model their own reasoning processes and incorporate graphic organizers or playful activities, students overcome their fear of reading. Furthermore, integrating local stories and technological tools makes the learning experience feel more relevant and personally meaningful. In conclusion, reading goes beyond the mere decoding of letters; it is a process of constructing meaning. The key lies in recognizing the student as an active thinker and using technology and dialogue to transform every book into an opportunity for personal growth and greater independence.
This research stems from the need to identify and systematize teaching strategies that enable secondary school students to better engage with narrative texts, thereby rekindling their motivation to understand what they read. To this end, the scientific literature from the last five years (2021–2025) was reviewed, and ten relevant articles proposing practical ways to enhance this process in the classroom were selected. The results indicate that when teachers model their own reasoning processes and incorporate graphic organizers or playful activities, students overcome their fear of reading. Furthermore, integrating local stories and technological tools makes the learning experience feel more relevant and personally meaningful. In conclusion, reading goes beyond the mere decoding of letters; it is a process of constructing meaning. The key lies in recognizing the student as an active thinker and using technology and dialogue to transform every book into an opportunity for personal growth and greater independence.
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Comprensión lectora, textos narrativos, estrategias didácticas, Reading comprehension, narrative texts, teaching strategies