Techniques to improve reading comprehension in middle school students

Abstract

The problem of this work is the lack of knowledge of innovative techniques that improve reading comprehension by teachers,whousetraditionalstrategiesin the reading process, which is why studentscarryfromthefirstyearsofbasic educationtohighschoolthatTheydonot understand what they read in the texts. Theobjectiveistoanalyzethetechniques thatimprovereadingcomprehension.The SystematicLiteratureReviewwasusedin the method, with a descriptive investigation and review of the literature in different databases such as Google academics, scientific databases in education, among others. The results are determinedfrom eachoneofthespecific objectives proposed, thus, on the theoretical foundation of the techniques to improve reading comprehension in children of Basic Middle Education, it is basedonthecontributionofRosenblatin 1976, who referred to a process simultaneousextractionandtransactional construction between previous experiences and the reader's knowledge inthetextandinthecontextinwhichthe activity is carried out, in relation to the description of techniques that serve to improve reading comprehension in children, with respect to the comparison of the results of the RBS on the techniques to improve reading comprehension in students of Basic Secondary Education, in the findings of (Madariaga et al., 2009), when implementing reading comprehension strategies in the classrooms, weaknesses were evidenced, the limitations begin in theconceptualandproceduralignorance. Theconclusiondeterminesthattherewas atheoreticalfoundationonthetechniques to improve reading comprehension in childrenofBasicMiddleEducation,with differentcontributionsfromboth traditional and constructivist authors, each one defending their philosophical position, but, coinciding in the importance that use techniques and strategies that encourage children to understand what they read.