El Cuento como estrategia didáctica, para mejorar los niveles de comprensión lectora en estudiantes de primaria de una Institución Educativa de San Ignacio
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2026-09-11
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Escuela de Educación Superior Pedagógica Pública Víctor Andrés Belaunde
Resumen
El presente trabajo tuvo como propósito mejorar los niveles de comprensión lectora de los estudiantes de tercer grado de primaria a través del cuento como estrategia didáctica en la I.E. Nº 16943 de San Ignacio. La metodología se sustentó en el enfoque cualitativo y el método de investigación acción; participaron 3 docentes 14 escolares, de quienes se recogió información a través de diarios de campo, pruebas objetivas; entrevistas semiestructuradas; y fichas de observación. Los resultados obtenidos expresaron reconstrucción y resignificación de la práctica docente como producto de la renovación de saberes pedagógicos; planificación, implementación y contextualización curricular; asimismo, se evidenció progresos significativos en la comprensión literal, inferencial y crítica de textos alcanzando los estudiantes los niveles: logrado y logro destacado después de la aplicación del cuento como estrategia didáctica. Se concluye que, la intervención promovió en los docentes contextualizar los procesos pedagógicos, didácticos y metodológicos de sesiones de aprendizaje incorporando el cuento como estrategia didáctica; y propició en los estudiantes estar motivados para leer, generar predicciones, reconocer el significado de palabras, parafrasear; compartir lecturas, elaborar líneas de tiempo, resúmenes, organizadores cognitivos y dramatizar textos.
The purpose of this work was to improve the reading comprehension levels of third grade primary school students through stories as a teaching strategy in the I.E. N° 16943 of San Ignacio. The methodology was based on the qualitative approach and the action research method; 3 teachers 14 schoolchildren participated, from whom information was collected through field diaries, objective tests; semi-structured interviews; and observation sheets. The results obtained expressed reconstruction and resignification of teaching practice as a product of the renewal of pedagogical knowledge; curricular planning, implementation and contextualization; Likewise, significant progress was evident in the literal, inferential and critical understanding of texts, with students reaching the levels: achieved and outstanding achievement after the application of the story as a didactic strategy. It is concluded that the intervention promoted teachers to contextualize the pedagogical, didactic and methodological processes of learning sessions incorporating the story as a didactic strategy; and encouraged students to be motivated to read, generate predictions, recognize the meaning of words, paraphrase; share readings, create timelines, summaries, cognitive organizers, and dramatize texts.
The purpose of this work was to improve the reading comprehension levels of third grade primary school students through stories as a teaching strategy in the I.E. N° 16943 of San Ignacio. The methodology was based on the qualitative approach and the action research method; 3 teachers 14 schoolchildren participated, from whom information was collected through field diaries, objective tests; semi-structured interviews; and observation sheets. The results obtained expressed reconstruction and resignification of teaching practice as a product of the renewal of pedagogical knowledge; curricular planning, implementation and contextualization; Likewise, significant progress was evident in the literal, inferential and critical understanding of texts, with students reaching the levels: achieved and outstanding achievement after the application of the story as a didactic strategy. It is concluded that the intervention promoted teachers to contextualize the pedagogical, didactic and methodological processes of learning sessions incorporating the story as a didactic strategy; and encouraged students to be motivated to read, generate predictions, recognize the meaning of words, paraphrase; share readings, create timelines, summaries, cognitive organizers, and dramatize texts.
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El cuento como estrategia didáctica, comprensión lectora, planificación curricular, The story as a teaching strategy, reading comprehension, curricular planning