Didactic planning for the development of reading comprehension

Abstract

The objective of this research was to analyze the development of reading comprehension in elementary school students and the didactic planning processes carried out by teachers of that level. A mixed-cut study was carried out, with a sample of 132 students and 12 3rd and 5th grade teachers from a public school in Colombia, who were given a structured questionnaire, an objective test of characterization of reading comprehension, a documentary analysis of the classroom plans and a semi-structured interview. From this process, it is evident that even though didactic plans are designed consistent with the structural requirements, raised by the Ministry of National Education and taking into account the quality references, the objectives, strategies, activities and time indicated in these didactic plans, they do not favor the development of the reading comprehension of the students, who present difficulties in the inferential and critical levels.