Didactic strategy for reading and writing for seventh grade children in the Gonzalo S. Cordova educational unit

Abstract

The didactic strategy designed includes a series of activities and materials that seek to promote reading comprehension and written expression in students through the field diary strategy. The objective of this research is to design a didactic strategy to improve reading and writing comprehension in sixth grade children of the Gonzalo S. Córdova Educational Unit, in order to increase their reading comprehension and written expression. For this purpose, a descriptive-correlational methodology was used, with a non-experimental qualitative approach. The sample consisted of 36 students in the seventh year of basic education and 21 teachers of the educational unit. The techniques used included two surveys pre-validated by experts. The results obtained reflect that the institution stands out for its focus on innovation and constant improvement, in order to provide quality education that responds to current needs. Therefore, it is concluded that literacy instruction must be consistent and sequential to allow students to build their skills gradually. In addition, it is essential that students understand the relevance of literacy in their daily lives.