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Revista Iberoamericana de la Educación, Vol - 7 No.4, October – December 2023
e-ISSN: 2737-632x
Pgs 39-67
* Pontificia Universidad Católica del
Ecuador
patricia.eliza2019@gmail.com.
https://orcid.org/0009-0004-7005-
858X
** Master in Teaching and
Curriculum Development.
Secondment: Luis Vargas Torres
Technical University of Esmeraldas.
katiuska.cepeda@gmail.com.
https://orcid.org/0009-0007-3520-
9022
*** Student in Pedagogy of National
and Foreign Languages Attended by:
Universidad de las Fuerzas Armadas
"ESPE" belenmaria.rc@gmail.com.
https://orcid.org/0009-0003-4581-
7612
Received: June, 2023
Approved: September, 2023
DOI:
https://doi.org/10.31876/ie.
v7i4.260
http://www.revista-
iberoamericana.org/index.
php/es
How to cite:
Cepeda, P., Cepeda, K.,
Riasco, M. (2023) Strategies
that encourage reading in
elementary school students.
Revista Iberoamericana De
educación, 7(4) 39-67
Strategies that encourage reading in
elementary school students
Estrategias que incentivan la lectura en estudiantes de básica
Estratégias para incentivar a leitura entre os alunos do ensino básico
Patricia Elizabeth Cepeda Navarrete*
katiuska Cecilia Cepeda Navarrete**
María Belén Riasco Cepeda***
Abstract
Reading plays an important role in education, it facilitates the
expression of ideas and thoughts, but this can be diminished by
several external and personal factors such as lack of motivation. The
objective of this research is to elaborate a didactic guide that
contributes to the training of teachers at the Higher Basic Education
level on strategies focused on encouraging reading in students of the
Unidad Educativa General Medardo Alfaro, the population and
sample is based on three teachers who teach the subject of Language
and Literature at the Higher Basic Education level, The technique
used was the interview and the instrument was the questionnaire, the
results obtained show a deficient development in the competencies in
the use of ICT, it was possible to conclude that the teachers have
certain competencies to identify the problems that arise in the
classroom about reading, the importance of learning to read is
discussed.
Key words: Strategies, reading, reading, skills, reading
comprehension.
Resumen
La lectura juega un rol importante en la educación, facilita la
expresión de ideas y pensamientos, pero esta puede disminuir por
varios factores externos y personales como la falta de motivación. El
objetivo de esta investigación es elaborar una guía didáctica que
contribuya a la formación del profesorado del nivel de Educación
Básica Superior sobre estrategias enfocadas en incentivar la lectura
en estudiantes de la Unidad Educativa General Medardo Alfaro, la
población y muestra se basa en tres profesores que imparten la
materia de Lengua y Literatura del nivel de Educación Básica
Superior, la técnica utilizada fue la entrevista y el instrumento el
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cuestionario, los resultados obtenidos muestran un desarrollo
deficiente en las competencias en el uso de TIC, se pudo concluir que
los profesores poseen ciertas competencias para identificar los
problemas que se presentan en el aula sobre la lectura, se discute la
importancia del aprendizaje de la lectura.
Abstract: Estrategias, lectura, formación, habilidades, comprensión
lectora.
Resumo
A leitura desempenha um papel importante na educação, facilita a
expressão de ideias e pensamentos, mas esta pode ser diminuída por
diversos factores externos e pessoais como a falta de motivação. O
objetivo desta investigação é elaborar um guia didático que
contribua para a formação de professores do Ensino Básico Superior
sobre estratégias centradas no incentivo à leitura nos alunos da
Unidad Educativa General Medardo Alfaro, a população e a amostra
baseiam-se em três professores que leccionam a disciplina de Língua
e Literatura no Ensino Básico Superior, A técnica utilizada foi a
entrevista e o instrumento foi o questionário. Os resultados obtidos
mostram um desenvolvimento deficiente nas competências no uso
das TIC, foi possível concluir que os professores possuem certas
competências para identificar os problemas que surgem na sala de
aula sobre a leitura, e a importância de aprender a ler é discutida.
Palavras chave: Estratégias, leitura, competências de leitura,
compreensão da leitura.
INTRODUCTION
Due to its importance, several authors have developed research on
teaching-learning strategies. In this sense, Peralta (2015) presents a
topic on this subject. The author points out that education has to adapt
to the new current changes, which implies making changes in
traditional educational methods to be in line with the demands of
society and at the same time to the specific needs of students.
On the other hand, Martínez, Lago, and Ponce (2016) highlight the
importance of reading as a necessary skill that all students should
develop, since it contributes to the integral development of children.
The problem was based on the fact that some students reach low
levels of learning and therefore do not enjoy literature. Accordingly,
the author has proposed alternative solutions related to the dialectical
materialist approach.
Reading is an essential element within the teaching-learning process
that should be incorporated from the beginning of schooling so that
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the student acquires the reading habit. As mentioned by Palacio and
Palacio (2017), the practice of reading plays an important role in the
school environment, it facilitates the expression of ideas and
thoughts. However, due to the presence of several external and
personal factors there is a lack of motivation for the practice of
reading. In this regard, Velastegui, Sanchez and Ramos (2019) note
that students do not read, not because they do not like or do not know,
but because they find it tedious, this may be due to multiple factors,
one of them that the teacher did not adequately apply at the right time
the strategies to encourage reading or because of some social cause.
Ortega (2018) points out that, both for the acquisition and practice of
reading, there are many intervening variables that can favor or hinder
progress, these can be due to the contexts in which it is developed,
characteristics of the students, type of practice or nature, so if these
elements are not considered by teachers, there is a probability that the
objective of encouraging reading will not be achieved. From the
perspective of Dantas, Cordón, & Gómez (2017) the school plays a
fundamental role in the process of encouraging reading, since
through it infants develop their imagination, have frames of reference
that they can relate to their own experiences, providing them with a
comprehensive perspective about reality.
This work is related to the line of action of inclusive education,
according to UNESCO (2009), considering that it is a service of
attention for all students, whose main goal is to guarantee attendance,
participation and academic success. In the Ecuadorian context,
education is a right that all people have, as a guarantee of equality
and social inclusion, therefore, it will be participatory, compulsory,
intercultural and inclusive, and will stimulate individual and
community initiative (Constitution of the Republic of Ecuador,
2008). Regarding the universalization of education, its objective is to
offer quality education with a vision of equity and inclusiveness to
students, so that they can develop their skills in a comprehensive
manner (Ministry of Education of Ecuador, 2012).
The development of this project is closely related to the "Yo Leo"
program, proposed by the Ministry of Education (2020), which seeks
that the educational system provides students with the necessary tools
and knowledge to develop a "reading behavior". In this context,
educational institutions play a fundamental role, through the
implementation of practices and activities, with teachers being
responsible for generating processes to strengthen the reading
comprehension of children and adolescents at all levels.
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Therefore, it has been determined that it is necessary to dynamize
teaching to ensure that students master reading skills, through the
implementation of a series of strategies and activities that contribute
to the motivation and enthusiasm for reading. Taking this into
account, the present research work was proposed as a contribution to
the integral development of the student and to the improvement of
educational quality. It is intended that teachers implement new
strategies, so that they become an innovative class and awaken
interest in reading inside and outside the classroom.
Regarding the results, in the Unidad Educativa General Medardo
Alfaro, the competencies used by the teaching staff on strategies that
encourage reading, do not have innovative competencies, they are
based on a traditional teaching-learning system, although the
teaching staff recognizes as fundamental the help of the institution to
update their knowledge and improve the exercise of the teaching staff
in this aspect. In addition, the lack of knowledge of the teaching staff
to apply strategies that encourage reading according to the changes
in the field of education and its relationship with technology is
evident.
According to UNESCO (2017), around 617 million students
worldwide have not developed basic reading skills. In Latin America,
children who do not have a high level of learning to read represent
36% of the total number of minors and only primary education
students represent 26%. Similarly, in Ecuador, according to INEC
(2012) 26% of the population does not spend time reading, which
represents a high rate compared to other countries.
The same problem is observed in the students of Higher Basic
Education of the General Medardo Alfaro Educational Unit, since
they do not have daily reading habits. In this sense, the students only
comply with the tasks sent by the teachers, feeling obliged to carry
out reading activities. This situation has been reflected in the scarce
lexicon, presenting difficulties in reading comprehension and
communication.
From here the question arises: How to promote the training of
teachers of Higher Basic Education on teaching strategies that
encourage reading in the General Medardo Alfaro Educational Unit
in the year 2020?
This leads us to propose as general objective, to elaborate a didactic
guide that contributes to the training of teachers of Higher Basic
Education on strategies focused on encouraging reading in the
General Medardo Alfaro Educational Unit, during the year 2020, and
as specific objectives, to identify the competencies of teachers of
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Higher Basic Education on strategies that encourage reading, to
describe the practices of motivation to reading used by teachers of
Higher Basic Education with their students, and to design the didactic
guide on strategies to encourage reading aimed at teachers of Higher
Basic Education.
The concern about the lack of implementation of strategies that
encourage the reading habit has become a topic of great importance
in the educational field, especially in Latin America. Authors Peralta
(2015), Martínez, Lago, and Ponce (2016), and Errazuriz, Becerra,
Aguilar, and Cocio (2019) agree that it is necessary for teachers to
employ new strategies for teaching reading in order to motivate
students, keep them active in the classroom, and achieve text
comprehension.
As pointed out by Martínez, Lago, and Ponce (2016), strengthening
the process of teaching and learning to read should become one of
the challenges of educational institutions, taking into account the
existing deficiencies, which currently have led to school and social
inequality. The project has social relevance as it is framed in the
fulfillment of the Sustainable Development Goals (SDGs). Goal 4
guarantees inclusive and quality education for all, with special
emphasis on primary education (United Nations, 2018). Likewise,
the Universal Declaration of Human Rights (1948) in Article 26
numeral 2 alludes that education contributes to the development of
the individual and fosters respect.
Similarly, in the Constitution of the Republic of Ecuador (2008)
education is considered a duty of the State and an inalienable right of
all inhabitants. In the Organic Law of Intercultural Education,
updated on May 19 (2017) article 2 states the principles of
educational activity. The literal q) deals with the importance of
motivating students towards learning. Article 31 literal d) adds that
one of the competencies of the Academic Councils is the design and
implementation of strategies that contribute to improve the teaching-
learning processes. On the other hand, the National Plan for the
Promotion of Books and Reading (2017) emphasizes the importance
of the practice of reading, and establishes promotional measures for
the use of libraries.
Reading is the activity that involves deciphering and understanding
the pronunciation and intonation of each word, either aloud or
silently. The person reading translates each symbol that is hidden in
the different terms and phrases (Barberousse and Vargas, 2019).
Flores (2016) points out that reading is important because it
facilitates students' access to different types of knowledge,
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contributing to the acquisition of competencies, abilities and skills
related to the analysis, synthesis and reflection of the different
contents.
From the vision of Barberousse and Vargas (2019), reading helps to
stimulate intellectual growth and verbal acquisition necessary both
academically and in the field of communication. According to Rojas
(2018), initiating students in reading from the early years is
indispensable, because it motivates in them aptitudes such as
imagination and creativity, both of which are indispensable in the
acquisition and creation of new knowledge. Ospina and Gallego
(2015) affirm that it is an element that contributes to the intrinsic
formation of the person, creating values, routines, discernment
capacity, distractions, among others.
Although reading acquires a significant importance within the
educational processes, it is faced with a series of challenges that, if
not adequately addressed, can become problems that limit the
students' learning capacity. According to Trujillo (2017) the main
challenges to consider are: the strategies used to encourage reading,
the type of readings used, evaluation, the absence of guidelines that
determine how to work for the development of language skills.
For his part, Márquez (2017) states that one of the main challenges
facing reading within the educational system is the transformation of
traditional teaching methods. In addition, it is necessary to consider
the lack of knowledge of teachers regarding new mechanisms that
favor the acquisition of the reading habit in students, added to this is
the heterogeneity of educational contexts, the social situation and the
education policy that refuses to renew itself to respond to the interests
of students. Molina (2006) mentions that it is important for the
educational system to prioritize curricular reforms regarding the
teaching of reading, taking into account the development of skills
from comprehension to the production of texts.
Reading has become the main axis of the curriculum, since it is an
activity that contributes to the development of other cognitive skills
and critical thinking. This means that it allows the integral formation
of individuals, with the capacity to develop and participate in society.
Within the General Basic Education Curriculum and General Unified
Baccalaureate, for the area of Language and Literature, the Ministry
of Education of Ecuador (2016) states that reading is a transversal
axis of the educational system, necessary for the development of the
multiple capacities of students. For this reason, within the different
subjects, teachers have the obligation to include activities whose
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purpose is to strengthen the reading competence of children and
adolescents.
Reading plays a fundamental role in the integral formation of
students. Within educational systems, according to Hernandez
(2015), in Figure 1, different types of reading can be implemented:
oral (loud), silent (extensive, intensive, involuntary, fast and
superficial), comprehensive (reflective and medium), selective
(attentive and glance).
MATERIALS AND METHODS
The purpose of this work is to promote the training of teachers of
Higher Basic Education on teaching strategies that encourage reading
in the General Medardo Alfaro Educational Unit, for which
methodological parameters are established for the collection of
information and to achieve the proposed objectives.
Therefore, in the present research, it has been considered to be
located within the mixed approach: qualitative and quantitative.
According to Hernández (2018)allows carrying out systematic
processes in which it is required to obtain detailed and numerical
information of the object of research. Integration makes it possible to
carry out an integral study of the fact or phenomenon.
The mixed approach is used to collect information on the reading
motivation practices used by teachers of Basic Higher Education,
which allows for an evaluation of competencies. The results are used
for the development of a didactic guide to assist in the training of
teachers.
According to the objective pursued by this research, it is descriptive,
explanatory and documentary. This means that primary and
secondary information is collected on the topic of study with the
purpose of identifying the causes of the problem posed (Sime and
Díaz, 2019). Therefore, with the identification of the problem about
the lack of reading habits on the part of students of Higher Basic
Education, information is collected about possible reading strategies,
in addition to describing those employed by the faculty of the area of
study. This information will serve to explain the causes of the
problem and the solution measures.
For the present study, the research design used is non-experimental ;
in this regard White and Sabarwal (2014)mentions that it is a type of
study that is characterized by the observation or collection of data
directly from the natural environment of the population under study,
in order to subsequently carry out an interpretation and analysis. In
this sense, no manipulation of variables is performed, which means
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that the researcher cannot exercise control over the independent
variable since the data collected correspond to events that have
already occurred in the past.
Accordingly, in the present work, information is collected directly
from teachers at the Higher Basic Education level on the reading
motivation practices used in the subject of Language and Literature.
These data that are collected are not manipulated, but are organized,
interpreted and analyzed, with the purpose of determining the
teachers' competencies and thus proposing a didactic guide.
The population is composed by the total set of elements or
individuals that are characterized by having similar and easy to
observe aspects, while the sample is the representative part of the
elements or individuals, it is calculated when the population is too
large (Lerma, 2016). In this sense, the study population is made up
of the faculty that teaches the subject of Language and Literature of
Higher Basic Education of Unidad Educativa General Medardo
Alfaro.
Table 1. Details of the target population population under study
Details of the study population
DETAIL
LEVEL/AREA
TOTAL
Faculty
Language and
Literature
3
Note: Details of the study population. Data obtained from Unidad
Educativa General Medardo Alfaro (2019).
Taking into account that there are 3 teachers, it is not considered
necessary to calculate the sample, since we are working with the
totality.
Table 2 Students' ability to understand problems
Identifying profile of the population
Variable
Features
Frequency
Percentage
SEX
Man
1
33,3%
Woman
2
66,7%
AGE
41
1
33,3%
50
1
33,3%
54
1
33,3%
Bachelor
0
0,0%
Bachelor's Degree
2
66,7%
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LEVEL OF
PROFESSIONAL
TRAINING
Master's Degree
1
33,3%
PhD
0
0,0%
YEARS OF
TEACHING
EXPERIENCE
4
1
33,3%
12
1
33,3%
14
1
33,3%
YEARS OF
TEACHING IN
HIGHER BASIC
EDUCATION
1
1
33,3%
6
1
33,3%
7
1
33,3%
HAS A DISABILITY
Yes
1
33,3%
No
2
66,7%
Source: Interview
Prepared by Patricia Cepeda.
The profile of the Higher Basic Education teachers of the General
Medardo Alfaro Educational Unit is as follows: it can be seen that
the interviewees are between 40 and 54 years old respectively, of
which two are female and one is male. On the other hand, 2 of the
interviewees have a professional training level of bachelor's degree
and one interviewee with a master's degree, in terms of years of
teaching experience they have between 4 to 14 years of experience in
the educational field, in terms of years of teaching at the level of
Higher Basic Education they have between 1 to 7 years of trajectory.
Of the 3 people interviewed, 1 has a disability.
Table 3 . Operationalization of Variables
Variable
Definition
Dimensions
Indicators
Teaching
Strategies
It is the set of
actions and
procedures,
through the use
of methods,
techniques,
means and
resources that the
teacher uses to
plan, apply and
evaluate, with
the purpose of
effectively
achieving the
educational
Teacher
competencies
-Level of knowledge
acquired by each
teacher.
-Reading Processes.
-Commitment to
student achievement.
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process in a
specific
teaching-
learning
situation,
according to the
pedagogical
and/or
andragogical
model by:
contents,
objectives and/or
competencies for
which they are
elaborated and
developed.
Encouraging
reading
(Didactic
Guide)
The school plays
a fundamental
role in the
process of
encouraging
reading. From
the position of
(Matute and
Méndez, 2018) it
mentions that a
didactic guide on
reading
motivation
strategies should
be applied in
order to generate
processes that
encourage
students to
develop the
reading habit.
Strategies used
by teachers to
encourage
reading.
-Methods applied
-Ludic Strategies
-Strategies
Technological.
Note: Prepared by: Patricia Cepeda.
According to Fàbregues, Meneses, Rodríguez, and Paré. (2016) the
interview is a method of dialogue or meeting between two or more
people, in which a series of interrogations are made by the researcher
to the people or population of study regarding a specific topic. This
technique was applied to the three teachers in charge of teaching
Language and Literature to students at the Higher Basic Education
level in order to know their criteria regarding the competencies of the
teaching staff (dimension 1), as well as to know about the strategies
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used by the teaching staff to encourage reading (dimension 2). The
instrument to apply the interview is the questionnaire consisting of
open-ended questions .
The data analysis allows defining the way in which each of the
aforementioned techniques are used, in order to offer validity to the
research and achieve the objectives set out, providing answers to the
questions formulated about the problem.
Bibliographic review: it was developed with the search for
information related to the topic in different scientific journals, then
the most relevant information was selected and a synthesis was made,
in order to structure the literature review.
Content or discourse analysis: This technique was used for the
interpretation of texts, information contained in documents, studies
and research carried out by different authors, which allowed us to
obtain knowledge about reading strategies.
RESULTS
This section presents the results obtained through the interview
applied to teachers, whose main purpose was to identify the
competencies and teaching strategies used by teachers in the area of
Language and Literature of Higher Basic Education to encourage
reading in students of the General Medardo Alfaro Educational Unit.
In the first place, information will be presented based on dimensions;
the result with respect to the teachers' competencies is presented and
as a second section the strategies applied by the teachers are shown,
then the answers given in each of the questions will be presented with
their respective analysis. The structure of the dimensions is detailed
below:
-Dimension 1: Teacher competencies.
-Dimension 2: strategies used by teachers to encourage reading.
Dimension 1: teacher competencies
Table 5 summarizes the results obtained for the teacher competencies
dimension, specifying each of the questions.
Table 3 Dimension 1: teacher competencies
Ask
E1
E2
E3
Ability to understand problems with reading
1. Do you think
your students
have problems
with reading?
Please argue.
Yes, nowadays
young people
cannot do
everything that
interprets a good
reading.
They do present
problems, one of
the problems is
the vocalization
of words,
difficulty in
Yes, because
nowadays the
ancient habit and
tradition of
reading has been
lost.
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recognizing
familiar words,
spelling,
slowness in
reading,
problems in
reading aloud
with correct
expressions, in
understanding
what has just
been read.
2. What are the
most frequent
problems you
experience with
students
regarding
reading? Argue
Disinterest,
disregard for
punctuation
marks in
reading, trouble
reading aloud,
trouble
understanding
what has just
been read, and
difficulty
recognizing
familiar words.
Lack of attention,
concentration,
not
understanding
what they are
reading, not using
the techniques of
underlining,
summaries,
concept maps,
etc.
Among the most
common
problems that
manifest
themselves
differently in
each student we
have: Problems
reading aloud
with correct
expression.
Problems
vocalizing words.
Difficulty
spelling.
Difficulty
recognizing
familiar words.
Do you socialize
your students'
reading
problems with
your colleagues
to come up with
solutions?
Argue
Not because
more are dealt
with internally
in the course.
Honestly, we
have not had the
opportunity to
meet on a regular
basis and
socialize about
reading
problems, but we
do not have the
time to do so.
On some
occasions Yes,
since this
problem exists in
most students.
What types of
methodologies
do you employ
to help students
improve their
reading skills
and abilities?
Argument.
The
alphabetical,
spelling and
dictation
method helps
the student to
recognize the
sounds between
The need for a
satisfactory
methodological
technique for a
successful
appreciation of
reading
comprehension
Among the
strategies used to
improve the habit
of reading are:
Syllabic method,
which starts with
the syllable built
with the vowel
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vowels and
consonants for a
better
interpretation
and recognition
of words when
reading.
usually obliges
the teacher to
choose the
appropriate
procedure,
having to do with
the type of texts
to be read so that
the appropriate
technique allows
the educator to
make himself
understood, and
also helps the
student to
develop his own
productive
learning.
combined with
consonants
Phonetic method,
in which the
minimum
learning unit is
the phoneme
Reading method
in the classroom
with topics of
interest Daily
work method on
words that are
difficult for them
Reading aloud
method
Ask
E1
E2
E3
Knowledge level for teaching reading processes.
Do you
constantly train
yourself on
teaching
reading to
students in
General Basic
Education?
Argue
Sincerely, not in
other subjects
that have
nothing to do
with reading.
Yes, and those
strategies shared
in the training
sessions are
impossible to
apply due to the
number of
students in the
institution.
Yes, because it is
the duty of the
teacher to keep
himself/herself
updated for a
good teaching of
the student.
Do you think
that the
institution
should improve
the teaching of
reading by
implementing
training
programs for
teachers? Argue
Educational
institutions
should be more
involved with
teacher training
programs to
cultivate in
students the
habit of good
reading.
If these training
courses for
reading strategies
should be given
to students
because with a
good reading they
achieve a good
reflection of what
they understand,
although with the
excess of students
it is difficult to
put them into
practice and even
because of the
space it is
impossible no
matter how good
Yes, because in
this way it would
help the
professional to
maintain a good
basis and
knowledge.
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intentions you
have.
Ask
E1
E2
E3
Commitment to enhancing student academic achievement
Do you feel
committed to
student
academic
achievement?
Rationale.
Yes, because
every teacher is
a guide for the
students to an
infinite world of
knowledge and
teaching.
Yes I feel
engaged and
sometimes
frustrated
because the
teacher can give
100% but the
student is not a
problem we are
very limited.
Yes, because the
knowledge and
advancement of
the student
depends on a
good teacher.
What actions
demonstrate
your
commitment to
student
learning?
Argument.
The follow up of
each of the
teachers to the
different
activities,
answering
doubts about the
topics raised,
revision of tasks,
corrections to
the contents,
etc., is a very
important part of
our work.
My dedication,
dedication,
concern for the
student to read
and always
motivate him/her
to study.
To teach students
to understand
principles and
generalizations.
To teach students
to analyze ideas
and issues
critically and
constructively.
To develop
students'
intellectual and
thinking skills
and abilities.
What do you
recommend to
other teachers
to feel engaged
in their work
and contribute
to better student
achievement in
reading?
Argument.
Encourage
students to make
reading a habit
rather than an
obligation
because it
enriches their
knowledge.
I would ask my
colleagues to
unite all of us to
be permanent
motivators in
reading.
Motivate them in
a creative and
positive way to
read, since
nowadays, due to
the existing
technological
means, it is very
easy for the
student to neglect
the importance of
reading.
Source: Interview
Prepared by: Patricia C.
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Regarding the issue of reading comprehension capacity, the
interviewee (E1) considers that young people do not have the capacity
to read well. Among the reasons are lack of interest, poor knowledge
in the use of punctuation marks, difficulty in reading aloud. In spite
of these difficulties, they are treated internally, with the use of some
methods among which are: alphabetical, spelling and dictation. In
spite of this situation, she is not trained in the area of reading;
however, she recognizes that it is the duty of educational institutions
to take an interest in this subject. In addition, she shows commitment
to help students improve their performance, following up on their
process and motivating them to read.
The interviewee (E2) in relation to reading comprehension points out
that among the problems are vocalization and word recognition,
problems reading aloud and difficulty understanding the text read.
This is due to situations such as lack of interest and concentration,
and not using techniques to support the reading process. Similar to
the previous teacher, he does not rely on his classmates to solve the
problem. The method she uses to face this type of problem is the
selection of texts appropriate to the students' interests. Regarding the
level of knowledge, she points out that she does know them, but their
application is not possible due to the number of students, and that the
educational institution should promote these processes. She considers
that all teachers should work together to motivate reading in the
institution.
The interviewee (E3), explains that problems in reading
comprehension occur due to the lack of a reading habit, the most
frequent are: reading aloud with the correct expression, vocalization,
spelling, recognizing known words. He has shared these difficulties
with his colleagues, which has facilitated the application of some
methods to solve them, among them: syllabic, phonetic, reading in the
classroom, daily work and reading aloud. He states that he wants to
keep his knowledge updated and similar to his two colleagues, he
considers the institution's participation indispensable for this purpose.
He also states that he is fully committed to providing his students with
the necessary means to motivate the generation of processes focused
on reading.
Dimension 2: strategies used by teachers to encourage reading
Table 8 summarizes the results with respect to the dimension of
strategies used by teachers to encourage reading.
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Table 4 Dimension 2: strategies used by the teachers to encourage
reading
Ask
E1
E2
E3
Applied
methods
What kind of
predictive and
anticipatory
activities do
you carry out
to encourage
the
reading
process?
Argument.
Democratic
selection of
the book to be
used for
reading,
explaining the
rules of
respect for the
class to avoid
teasing from
classmates
and the
teacher
initiating the
reading.
One would be
the games,
contests that
would be made
those
techniques to
get students to
investigate for
example let's
talk about
Cervantes and
Quixote who
finds the
paragraph
where he was
very much in
love with his
beloved or to
find what are
the qualities of
the friend who
accompanied
him in his
crazy
adventures.
One of the
main activities
is to
paraphrase the
text as it is an
excellent idea
that we can
carry out when
we are not
very clear
about some
concept of a
text, is to try to
repeat what
we have read,
but using our
own words.
Take notes, as
these are very
important in
learning as
they serve as a
review and to
locate the
important
points of the
text and
organization
of its
structure.
In what ways
do you carry
out self-
correction
reading
strategies with
Recognize the
error in order
to proceed to
self-
correction and
Self-correction
is important
because it is a
feedback for
both the
teacher and the
Read them
sentences or
texts
containing
only nouns
and verbs and
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55
students?
Argue
propose the
solution.
student that
they are noting
which are the
greatest
difficulties and
it is precisely
the spelling or
pronunciation
of certain
words I use for
this the
proverbs.
let them
complement
them with
words of their
choice,
without losing
the meaning of
the text. When
a word
appears that is
unknown to
them, ask
them to try to
define it
considering
what else is
written around
that word.
Read them
news, novels,
legends and
rescue the
main facts.
Do you
consider that
inference
strategies
contribute to
improving
students'
reading
experience?
Argument
Yes, because
we are
interpreting
by means of
previous
knowledge in
order to later
expand it and
specify the
new
information.
With the game
they are able to
enter into the
reading
environment
and that
motivates them
to change and
even their
personality,
students who
understand and
read a text
apply it in their
lives.
Yes, as these
strategies help
the student's
mental
development
and thinking.
Ask
E1
E2
E3
Playful
strategies
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Do you know
what playful
strategies in
reading are?
Argue
No
Within what
has to do with
playful
strategies are
those places
where reading
is developed
with greater
precision, for
example, the
reading corners
where the
student is
scrutinizing,
investigating,
developing; for
that we must
teach them to
use a great
friend that is
the dictionary
and thus enrich
their lexicon.
Yes, since
they are a set
of strategies
used in the
reading game
and are
designed to
create a
harmonious
environment
for students
during the
learning
process, so
that they take
ownership of
the topics
taught.
What kind of
play strategies
do you use to
motivate
students'
reading
habits? Argue
No
One of the
playful
strategies
would be silent
reading, but I
cannot apply
these strategies
in my current
institution.
Among the
most common
strategies are.
Using prior
knowledge
before
reading.
Locating key
words Re-
reading the
text. Reading
between the
lines, using
contextual
content clues.
Thinking
aloud. Making
a summary of
the reading.
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Visualizing
the reading.
What
difficulties or
limitations
have you
experienced
with the
application of
play
strategies?
Argument.
No
I cannot apply
these strategies
in the current
institution
where I work.
None as it is
an important
and eye-
catching aid
for the
student.
Ask
E1
E2
E3
Technological strategies
Do you use any
technological
tools to
encourage
reading?
Argument
Not for lack of
resources
I do not use any
technological
tool I do not
know the
operation of
any type of
specialized
platforms.
Yes, the cell
phone, Tablet
laptop, since
sometimes it is
difficult for
students in the
economic
aspect.
Do you
consider that
new
technologies
are positive or
negative in
motivating
students'
reading
process? Argue
New
technologies
become
positive or
negative when
the teacher
makes the
correct and
educational
use of them.
They are
positive as long
as the
necessary
orientations are
given.
Using them
positively
Yes, since
there are
students who
do not have
books and
reading
material.
Source: Interview
Prepared by: Patricia C.
In relation to the strategies used by the interviewee (E1), he explains
that among the prediction and anticipation activities he uses are:
democratic selection of the text. With respect to self-correction, he
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tries to provide the means for students to recognize their mistakes.
Similarly, she indicates that inference strategies are important
because prior knowledge is used. As for playful strategies, she does
not know and consequently does not apply any, the same happens
with the technological ones, since the lack of resources of the
institution prevents them from being implemented.
The interviewee (E2) indicates that among the prediction, anticipation
and inference activities he uses are: games and contests, while self-
correction is done as feedback. He does have knowledge about ludic
strategies and recognizes their importance, however, he does not use
them due to the lack of the necessary conditions in the educational
institution. Regarding technological strategies, he states that he does
not know how they work and depending on the approach they are
given, they could be positive or negative, this will depend on the joint
work carried out between students and teachers.
Finally, the interviewee (E3) indicates that the prediction and
anticipation activity he uses is paraphrasing. In relation to self-
correction strategies, there are the reading of phrases or texts with
nouns, definition of unknown words, reading news, novels or other
types of texts that are of interest to students. Regarding play
strategies, he knows them and applies them without any difficulty. He
is the only one of those interviewed who uses technological strategies
such as the Tablet and laptop, although he recognizes that the
economic factor continues to be a limiting factor, because not all of
them have the resources to acquire them.
The purpose of this section is to analyze and discuss the results
obtained in order to explain the teachers' reality regarding the use of
strategies to encourage students to read.
The results obtained show that the teaching staff has experience and
a trajectory in the educational field, which has allowed them to obtain
certain competencies and abilities to understand the implications and
problems that students experience in relation to reading; however, this
does not show that they apply methods that are adapted to current
demands.
Among the problems identified in students in terms of reading
comprehension is the loss of reading habit, disinterest, difficulty
reading aloud, problems in spelling among others; common
characteristics of traditional teaching. So currently motivating
reading, is considered a challenge; from the perspective of (Márquez,
2017) one of these is the transformation of teaching methods.
Regarding teacher competencies, teachers state that in addition to
self-training, educational institutions should generate activities
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focused on strengthening their educational practices. (Martínez,
Yániz & Villardón, 2017) although teachers are interested in
expanding their knowledge and improving their practices, they do not
have adequate guidance to do so.
Most teachers do not use innovative methodological strategies or
technological resources that promote reading skills in students. In this
sense, (Vergara & Rodríguez, 2017) affirm that their application
decreases learning difficulties in reading. While (Acosta, Martín &
Hernández, 2015), state that ICTs are ideal to bring knowledge into
practice.
Therefore, it was considered necessary to design a didactic guide
taking into account the guidelines issued by the Ministry of Education
in the Curriculum of Higher General Basic Education, for the area of
Language and Literature; it proposes activities that promote the active
participation of students. (Matute & Méndez, 2018), argues that a
didactic guide generates processes that encourage the reading habit.
In addition, the use of WebQuest tools is proposed, in order to provide
an online instrument with current interests in Language and
Literature, regarding the use of new technologies. (Trujillo S., 2017)
states that the WebQuest is a didactic strategy that is based on
constructivist postulates of learning, strengthening cognitive
processes such as synthesis, analysis and evaluation.
The main objective of the research is to contribute to teacher training
on strategies focused on encouraging reading, the same objective that
is intended to be achieved with the subsequent application of the
didactic guide.
CONCLUSIONS
This section presents the conclusions obtained in the study, taking
into account the objectives set at the beginning of the project. In
relation to the competencies of Higher Basic Education teachers to
encourage reading in students, it was found that they possess certain
competencies to identify the problems that arise in the classroom in
relation to reading; however, this does not show that they apply
methods that are adapted to current demands. Based on the results,
there is also a deficient development of competencies in the use of
ICT, since they are minimally integrated in the classroom. Similarly,
teachers are constantly training to help develop skills and abilities,
they recognize that the participation of the educational institution
would be important to update their knowledge and improve the
exercise of the teaching staff in this aspect. However, when it comes
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to the use of technological resources, most teachers show that they
are behind and do not receive sufficient training.
The results obtained show that the teaching staff has experience and
a trajectory in the educational field, which has allowed them to obtain
certain competencies and abilities to understand the implications and
problems that students experience in relation to reading; however, this
does not show that they apply methods that are adapted to current
demands.
Among the problems identified in students in terms of reading
comprehension is the loss of reading habit, disinterest, difficulty
reading aloud, problems in spelling among others; common
characteristics of traditional teaching. So currently motivating
reading, is considered a challenge; from the perspective of (Márquez,
2017) one of these is the transformation of teaching methods.
Reading motivation is a process that requires the implementation of
different methods, techniques, strategies and resources by teachers,
based on the reality of their students, as well as their needs,
requirements and resources. Thus, within the Unidad Educativa
General Medardo Alfaro, to motivate reading, the teachers of Higher
Basic Education put into practice the following strategies: democratic
selection of the text, games, contests, research, reflections on the text
applied to daily life, paraphrasing or note taking, self-correction,
spelling, pronunciation, reading sentences or texts for them to
complete the idea. The use of these types of activities seeks to involve
students in the learning process.
Finally, the design of the didactic guide takes into account the results
of the interview with the teachers, in which students' problems in the
reading process are highlighted, such as lack of knowledge of words,
lack of interest, lack of reading habits, lack of suitable strategies for
the promotion of reading by the teacher, as well as the foundations
and guidelines given by the Ministry of Education in the Higher Basic
Education Curriculum for the area of Language and Literature. The
activities seek the active participation of students in their learning
process, promoting and encouraging reading and the development of
critical thinking. In addition, the use of WebQuest tools is proposed,
in order to provide an online instrument with current interests in
Language and Literature, regarding the use of new technologies.
These conclusions should be interpreted taking into account the
limitations of this study. On the one hand, it would have been
It is interesting that all educational levels and sublevels are taken into
account for the development of the research project, as well as the
application of the proposal of the guide to strengthen teacher training,
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taking as a basis the new knowledge brought by the students and at
the same time generating new perspectives for a better development
of the educational entities. The confinement of the entire educational
system made it difficult to conduct the interviews with teachers in
person, so they responded through virtual interviews and web forms.
However, the results obtained were complemented with the
theoretical and documentary review.
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