Factores de la metodología de enseñanza que inciden en el proceso de desarrollo de la comprensión lectora en niños.

Abstract

This article is part of a broader investigation that aims at describing how teachers develop strategies of learning support for reading comprehension during the first two school years to encourage quality of education and genuine enjoyment of reading. The authors chosen for theoretical support and conceptual elements were Vieira, Mialaret regarding reading comprehension; Condemarin, José Pérez in reference to school learning; Ausubel, Bruner, Gardner as a reference point for significant learning. Historical hermeneutic paradigm allows the research model proposed by Cerda (1991) to be qualitative and a descriptive type of research. Therefore such techniques as focus groups, interviews and observation are used. The current phase of the investigative process, collecting information, indicates that despite motivation, affection and proper attitude are present when the teacher directs the reading, the focus is still mainly on pitch, creating perhaps automation in the reading activity with the consequent low reading understanding.