Playfulness as a strategy to strengthen reading comprehension, motivation and social interaction

Abstract

The José Acevedo y Gómez Educational Institution, located in the Cajambre River, rural area, south of the district of Buenaventura, covers from (0º) to 11th grade. The population served, is characterized by learning problems, evidenced both in internal and external tests (Saber), mainly in reading comprehension, which shows that the teaching-learning process does not respond to the proposed educational quality, therefore the general objective was raised in "Strengthening reading comprehension in ninth grade students", instruments were used to collect information such as: structured interview for parents and teachers, diagnostic test to students, non-participant observation to teachers, participant observation to students and the final test. This study was established from the constructivist paradigm, in search of achieving the objectives through the qualitative approach, the methodology was action research. The first results found were: absence of reading habits, little or no parental support, inadequate pedagogical practices, poorly conditioned physical spaces and a low level of inferential reading in most of the students. The use of the pedagogical proposal produced attitudinal changes in the students, such as integration, satisfaction, communication, and slight individual and group improvement in inferential reading. It is concluded that the use of games modified the attitude of the students, which explains the slight difference between the diagnostic test and the final test. It is worth mentioning that the categories Motivation and social interaction of the general objective were fully met, while reading comprehension only partially improved in the subjects investigated