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Play environments to enhance reading comprehension in children with school skills disorders
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Play environments to enhance reading comprehension in children with
school skills disorders
Ambientes lúdicos para potencializar la comprensión lectora en niños con trastornos de
habilidades escolares
Ambientes lúdicos para melhorar a compreensão de leitura em crianças com distúrbios de
competências escolares
Milena Torres Sandra
Psychologist, Corporación Universitaria IBEROAMERICANA, Bogota, Colombia,
storresn@ibero.edu.co, https://orcid.org/0000-0002-9126-4516
Mercedes Camacho
Psychologist, Corporación Universitaria IBEROAMERICANA, Bogota, Colombia,
mcamac25@ibero.edu.co, https://orcid.org/0000-0001-5970-3294
Janneth Marcela Buchely
Bachelor's Degree in Basic Education with Emphasis in Social Sciences UDENAR - IE El
Pacer - Guadalajara de Buga, Valle del Cauca - maruchita8903@hotmail.com,
https://orcid.org/0000-0002-3580-2551
Juan Gabriel Castañeda Polanco
D., Corporación Universitaria Iberoamericana, Bogota, Colombia,
juan.castaneda@iberoamericana.edu, https://orcid.org/0000-0001-7632-7526
Received October 2021 - Accepted July 2021
Revista Iberoamericana de la Educación
Vol 5 – No 2, April - June 2022
e-ISSN: 2737-632x
Pgs 19 - 42
Abstract: This research aimed to create playful environments as a didactic
strategy to improve reading comprehension processes in students with
reading disorders in third grade of the IE Marco Fidel Suarez, San Juan de
Anganoy. The methodology used will be under the qualitative approach since
it allows an approach to the social situation to explore, describe and
understand it and from a socio-critical paradigm to transform a reality of low
levels of reading comprehension and disinterest in reading, with alternatives
to improve this problem through playful environments and using action
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research. For this purpose, the reading comprehension processes of the
students were diagnosed, a playful environment was designed to favor this
process and this strategy and its impact were included to potentiate the reading
comprehension processes of the 6 children with school skills disorders in third
grade. Likewise, reading comprehension improved notably with the inclusion
of playful environments as an alternative didactic strategy where the following
levels were addressed: literal, inferential and critical and also favored the
social and affective development of the children, since the qualitative
assessment was between the upper and high levels, much better if we compare
it with the initial test that was in the basic and low levels.
Key words: Playful environments, didactic strategies, reading comprehension
and learning.
Resumen: La presente investigación pretendió crear ambientes lúdicos como
una estrategia didáctica para mejorar los procesos de comprensión lectora en
los estudiantes con trastornos de habilidades escolares de grado tercero de la
IE Marco Fidel Suarez sede san Juan de Anganoy. La metodología empleada
será bajo el enfoque cualitativo ya que este permite realizar una aproximación
a la situación social para explorarla, describirla y comprenderla y desde un
paradigma socio crítico transformar una realidad de niveles bajos de
comprensión lectora y desinterés por la lectura, con alternativas para mejorar
esta problemática a través de los ambientes lúdicos y empleando la
investigación acción. Para ello se diagnosticaronn los procesos comprensión
lectora llevados en los estudiantes, se diseñó un ambiente lúdico dirigido a
favorecer este proceso y se incluyó esta estrategia y su impacto para
potencializar los procesos de comprensión lectora los 6 niños con trastornos
de habilidades escolares de grado tercero. Así mismo se logró que la
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comprensión lectora mejore notablemente a partir de la inclusión de los
ambientes lúdicos como estrategia didáctica alternativa en donde se abordaronn
los niveles: literal, inferencial y crítico y además se favoreció el desarrollo
social y afectivo de los niños, pues la valoración cualitativa estuvo entre el
nivel superior y alto, mucho mejor si lo comparamos con el test inicial que
estuvo en los niveles básico y bajo.
Palabras clave: Ambientes lúdicos, las estrategias didácticas, la
comprensión
Resumo: Esta investigação teve como objectivo criar ambientes lúdicos
como estratégia didáctica para melhorar os processos de compreensão de
leitura em alunos com distúrbios de competências escolares na terceira classe
do IE Marco Fidel Suarez, San Juan de Anganoy. A metodologia utilizada
será sob a abordagem qualitativa, pois permite uma abordagem da situação
social para a explorar, descrever e compreender e a partir de um paradigma
sócio-crítico para transformar uma realidade de baixos níveis de compreensão
de leitura e desinteresse pela leitura, com alternativas para melhorar este
problema através de ambientes lúdicos e utilizando a investigação de acção.
Para este fim, foram diagnosticados os processos de compreensão de leitura
dos alunos, foi concebido um ambiente lúdico para favorecer este processo e
esta estratégia e o seu impacto foram incluídos para melhorar os processos de
compreensão de leitura das 6 crianças com distúrbios de competências
escolares na terceira classe. Do mesmo modo, a compreensão da leitura
melhorou notavelmente com a inclusão de ambientes lúdicos como uma
estratégia didáctica alternativa onde foram abordados os seguintes níveis:
literal, inferencial e crítico, e o desenvolvimento social e afectivo das crianças
também foi favorecido, uma vez que a avaliação qualitativa se situava entre
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os níveis mais altos e mais altos, muito melhor se a compararmos com o teste
inicial que se encontrava nos níveis básico e baixo.
Palavras-chave: Ambientes lúdicos, estratégias didácticas, compreensão,
desenvolvimento social e afectivo.
INTRODUCTION
According to Ahmed (2011), reading is a very important and fundamental
process within the school environment, which is why it is necessary for
teachers to seek ways for their students to generate interest in it on a daily
basis. In this sense, it is essential to highlight that each student learns to read
in a different way and at different times, making the teacher's job to be active
in providing strategies that facilitate this process and lead to its appropriation.
In the IE Marco Fidel Suarez, San Juan de Anganoy, there has been evidence
of disinterest in reading and low levels of reading comprehension in the latest
tests and daily teacher activities, which reflects that students need to improve
this process and playful environments are born as a striking alternative to
introduce children to the magical world of reading and its understanding at the
levels: literal, inferential and critical, making this a dynamic process in which
they can explore their skills while having fun, share and socialize with their
peers and teachers.
Thus, the need arises to create playful environments as a didactic strategy to
improve reading comprehension processes in students with school skills
disorders in third grade of this institution. Initially, the reading
comprehension processes were diagnosed in students with reading disorders
in third grade of the IE Marco Fidel Suarez, San Juan de Anganoy, Pasto.
Then, a ludic environment was designed to favor the reading comprehension
process in the literal, inferential and critical levels of the 6 students with
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school skills disorders. Subsequently, the materials elaborated for the
creation of a ludic environment were applied as a ludic strategy to potentiate
the reading comprehension process within the language area.
In this case, qualitative research was used, which as Hernandez, Chacon
(2018) says, this allows giving an approach and understanding the phenomena
studied, from the perspective of the participants and their relationship with
the context. The type of research is action research, which allows according
to Vidal and Rivera (2018) to link the study of problems in a given context
with social action programs, so that knowledge and social changes are
achieved simultaneously; instruments such as observation, field diary, survey
and workshops were used, concepts and theories that support this research,
which concludes that playful environments do improve the levels of reading
comprehension, literal, inferential and critical in students with school skills
disorders of this institution.
The results showed an improvement in the levels of inferential, literal and
critical reading comprehension, with an initial qualitative assessment in the
basic and low levels and after the application of the proposal in the higher and
high levels, which demonstrates the relevance of this research and its
applications in the educational field, since it allowed the student to have a
deeper approach to the text from the strategies and didactic materials that
supported each activity within the playful environment, which in turn
facilitated and encouraged the student to improve his expression, analyze the
text, become interested in reading and improve reading comprehension in the
3 levels already mentioned, generating significant learning that, according to
Piaget and Ausubel, breaks the traditional schemes and gives the students the
possibility of learning taking into account their previous knowledge, relating
it to their realities and interacting with others.
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MATERIALS AND METHODS
The purpose of this research is to create playful environments as a didactic
strategy to improve the processes of reading comprehension in students with
school skills disorders of third grade of the IE Marco Fidel Suarez
headquarters San Juan de Anganoy, for this it is relevant to apply a qualitative
type of research, which as Moscoso and Diaz (2018) says this allows to give
an approach and understand the phenomena studied, from the perspective of
the participants and their relationship with the context.
Qualitative research is well suited to this work because as determined by
Chamorro (2018), it allows an approach to the social situation to explore,
describe and understand it, and according to Sarduy (2007) it is a formative
research that has specialized techniques, from a socio-critical paradigm that
transforms a reality of low levels of reading comprehension as well as
disinterest in reading, providing alternatives to improve this problem through
playful environments.
In this study, action research was used, which according to Vidal and Rivera
(2018) allows linking the study of problems in a given context with social
action programs, so that knowledge and social changes are achieved
simultaneously. Likewise according to Sampieri (2018) it focuses on
providing information to guide decision-making for projects, processes and
structural reforms, therefore, this design allowed to understand the problem
of low levels of reading comprehension by students with disorders of school
skills of third grade of the IE Marco Fidel Suarez headquarters San Juan de
Anganoy and to create strategies from the playful environment to enhance the
literal, inferential and critical levels.
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The Action Research method was followed according to the model of Tripp,
Silva-Calpa et, al (2005), which consists of a cyclical and iterative process,
where each cycle is carried out in four phases: planning (diagnosis and
planning of the best action practice), action (putting the planned action into
practice), observation (monitoring the effects of the action) and evaluation
(assessing and reflecting on the results).
The target population of this research is the students of the IE Marco Fidel
Suarez, San Juan de Anganoy branch of the city of Pasto, which has 544
elementary and high school students. The unit of analysis chosen for this
research are the students with school skills disorders of third grade (6) of the
San Juan de Anganoy branch, of which 5 are boys and 1 is a girl whose ages
range between 8 and 10 years old. The students participating in the unit of
analysis are boys and girls from mostly vulnerable sectors (either because of
their economic or social situation) belonging to strata 1 and 2. They are
characterized by being curious, participative, spontaneous and with a high
sense of belonging to the institution.
Criteria for the selection of the unit of analysis:
• To be part of the third grade community of the IE Marco Fidel Suarez
San Juan de Anganoy located in the village of San Juan de Anganoy
in the municipality of Pasto-Nariño.
• That they voluntarily accept to take part in the activities programmed
within the proposal.
• The commitment, attendance and participation of the students and the
teacher in the development of the workshops.
Among the instruments chosen we find participant observation, which as
Kawulich, B. (2005) says, allows collecting data on people, processes and
cultures, which makes it possible to have a real approach to the working
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population, to know it, to make descriptions according to the research, to take
evidence and record them for later analysis; since, according to Ferrer, (2018)
observation is a fundamental element of any research process.
This data collection instrument according to Sampieri (2018) fulfills four
essential purposes:
a)
Explore and discover environments
b)
Understanding processes
c)
Identify social problems
d)
Generate hypotheses for future studies
Through this instrument we sought to obtain information respecting the
dynamics of the classroom and the teacher-student relationship and allowing
us to make a diagnosis of the space and environment, social dynamics,
pedagogy and didactics.
The survey is used as a research procedure that allows obtaining and
elaborating data in a fast and efficient way, therefore, surveys with open-
ended answers will be applied, designed and intended to know the opinion on
certain issues necessary for this work.
According to Obando (1993), the field diary is an instrument for recording
information organized with respect to what is to be obtained in each report,
which makes it possible to recognize reality based on particular facts or data
that are recorded therein, following a research process and that will be
subsequently analyzed based on what is observed in the play environments.
The field diary was used in all phases of the research, especially in phases 1,
2 and 3, because it allowed recording notes on what was observed and found
throughout the research. According to Cañas (2011) this instrument allows
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recording daily experiences as a direct product of the researcher's
observations. The annotations must be organized, sequential and coherent
with the purpose of the observation and in direct line with the research
objectives.
The workshop was used which, as Oliveira (2015) states, is a participatory
activity of consultation and elaboration of proposals, directed to a group of
people belonging to a certain group, whose particular characteristics position
them as key informants, whose knowledge, opinions, experiences and criteria
are recognized as of great value for the knowledge and understanding of a
social reality.
The questionnaire was also used. This instrument allowed us to know through
closed questions, like Saber tests with the statement of a reading, a fragment,
images and four answer options of which only one is valid, the students will
be able to put into practice their reading comprehension skills, providing us
with information about their performance in the literal, inferential and critical
levels.
The data collection and its analysis were carried out in parallel and
permanently, because in line with what Sampieri (2018) states, this should be
cyclical, systematic and should have:
Annotations on the method used, annotations on ideas, concepts, meanings
and ideas that emerge, annotations regarding the credibility and verification
of the study.
According to Berelson (1952) cited by Abela (2002), content analysis is a
research technique that aims to be objective, systematic and quantitative in the
study of content, for the analysis of the field diary, photographs and the
interview.
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Descriptive statistics, according to Ecured (2021) cited by Bustamante
(2021), made it possible to describe the results of the questionnaires developed
by the students at the beginning (Phase 1) and end (Phase 4) of the application
of the strategy. Descriptive statistics allows the treatment of data to organize
numerical information and facilitate its interpretation; it implies the
abstraction of several properties of the set of observations, through the use of
graphical, tabular or numerical methods.
Procedure:
• Phase (1Diagnostic): Approach to students. Observation of the
educational context and application of the initial reading
comprehension test to evaluate inferential, literal and critical levels.
• Phase 2 (planning): Construction of the ludic environment. Approach
to the theoretical foundation of the levels of reading comprehension,
selection and identification of problems to strengthen students,
incorporation of good teaching strategies of teachers regarding the
aforementioned levels of reading comprehension.
• Phase 3 (Execution): Implementation of the strategy. Create the playful
environment and the application of the workshops.
• Phase 4 (Evaluation): Monitoring and evaluation of the strategy.
Record in the field diary the development of the strategy with the
students, apply the workshops, surveys and questionnaires.
RESULTS
The students of the IE Marco Fidel Suarez, San Juan de Anganoy, showed
low levels of reading comprehension in the last tests, which worries the
educational actors and there is a need to create a series of strategies that
promote an improvement in this important process.
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In this sense, an initial test was applied to the selected population in order to
know in greater detail the inferential, literal and critical levels of reading
comprehension. For this purpose, an individual test was applied, which
contained different types of questions: open and ICFES type, supported by
images and readings, to be solved by the students in a session that lasted
approximately one hour, who showed great interest and willingness to
participate.
Below is the structure of the test, taking into account the levels of reading
comprehension and thinking skills:
Table 1. Test structure
No. of
questions
Reading
comprehension
levels
Thinking skills
3
Inferential
Extraction of the
message from the text
and integration with
preview
Reading words in
sentences and assigning
syntactic roles
Word recognition and
reading
Fast and automatic letter
recognition
6
Literal
3
Critic
Source: own elaboration for this research
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Figure 1. structure of the test in inferential, literal and critical levels.
Source: own elaboration for this research
The following results were obtained:
Table 2. initial test results
Question
number
Reading
comprehension
level
Total
number of
students
Qualitative assessment
Superior
High
Basic
under
1
Literal
6
3
3
2
Literal
6
1
4
1
3
Literal
6
2
4
4
Literal
6
2
3
1
5
Literal
6
2
4
6
Literal
6
3
3
7
Inferential and
critical
6
2
4
0
1
2
3
4
5
6
7
niveles de
comprension lectora
niveles de
comprension lectora
niveles de
comprension lectora
Diagnostic test structure
Number of questions per level
inferential literal critic
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8
Inferential and
critical
6
1
5
9
Inferential and
critical
6
6
Source: own elaboration for this research
The results of this diagnostic test allowed us to have a previous and real
approximation to the problem of low reading comprehension at the literal,
inferential and critical levels, and to take from it all the elements that need to
be included in this improvement proposal.
The results show that the level that obtained the best results is the literal level,
although at a basic level, which shows that it requires the application of
strategies to improve this problem. While the inferential and critical levels are
at a low level, showing that it is very necessary to plan and execute actions
that make possible a positive change in the development of these levels.
This diagnostic test provided valuable information to identify the reading
comprehension levels of students with school skills disorders in third grade at
IE Marco Fidel Suarez, San Juan de Anganoy, in which according to the
results obtained, the annotations made in the field diary and in the observation
forms, present low levels and require an alternative orientation to improve.
Thus, according to the first specific objective of this work, it was identified
that the students' reading comprehension levels presented difficulties that,
through this didactic strategy designed and directed to reinforce and improve
the inferential, literal and critical levels, it was sought to generate a
continuous and significant improvement of reading comprehension.
On the other hand, the application of the 10 workshops within the playful
environment allowed the students to interact in a freer and more spontaneous
way in the directed activities. The workshops have the following content:
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Table 3. workshop structure
Workshop number
Number of
questions
Number of questions
Literal
Inferential
Critic
1: The three little pigs
10
3
3
4
2: Ugly duckling
14
4
5
5
3: El Dorado
18
6
6
6
4: Pinocchio
7
3
2
2
5: Philip's anecdote
14
5
5
4
6: La llorona
14
5
4
5
7: The horse and the
donkey
17
6
5
6
8: The flea and the
louse
16
4
6
6
9: a tomato fell
20
8
6
6
10: La Maria
8
6
6
6
Source: Prepared by the authors for this research
Being in the playful environment and being able to participate in it, the
students were very active, curious and eager to begin the activities, as they
were very interested in the materials that accompanied each workshop and
that generated that they performed the readings with much more enthusiasm
than sitting in the classroom.
At the beginning, some children found it a little difficult to do the oral reading
processes, but everything was solved by providing them with an environment
of trust and giving them some guidelines to improve this situation. Within
the context of the levels of literal, inferential and critical reading
comprehension, the children showed improvement in the process as they put
into practice the playful activities within the didactic space created for this
purpose. As a consequence, the following results were obtained:
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After the application of the didactic strategy with activities within the ludic
environment, a post-test was carried out in which the students showed
evident improvement:
Table 4. post test results
Question
number
Reading
comprehension
level
Total
number of
students
Qualitative assessment
Superior
High
Basic
under
1
Literal
6
4
2
2
Literal
6
5
1
3
Literal
6
3
3
4
Literal
6
4
2
5
Literal
6
4
2
6
Literal
6
3
3
7
Inferential and
critical
6
5
1
8
Inferential and
critical
6
6
9
Inferential and
critical
6
1
5
Source: own elaboration for this research
These results show that the reading comprehension process in the literal,
inferential and critical levels improved significantly, since the qualitative
assessment was between the top and high level, much better if we compare it
with the initial test, which shows that it is very appropriate to work reading
comprehension processes in playful environments, As Panqueva (1998) says,
there has never before been so much playful context for learning in an
experiential or exploratory mode, as there is today, when the new generations
have changed so much.
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The application of the workshops in the playful environments were oriented
to strengthen the levels of reading comprehension: inferential, literal and
critical, being necessary the creation of striking strategies for the students,
which awakened interest in reading, which allowed them to appropriate the
reading process, to meet in a different way with it and to discover that it is
possible to read and make the comprehension process in different ways than
the traditional one, which often only focuses on the literal level.
Within the playful environment, students were able to find various tools to
carry out the reading and comprehension processes, since this also allows to
generate confidence, security and the development of skills in students, which
led to the overcoming of any fear, disinterest or difficulty in the reading
comprehension process at any of its three levels and to be able to cope with
the constant changes and educational and social challenges.
The workshops applied had integrative and expressive activities, oriented to
strengthen the three levels of reading comprehension in a significant way,
since according to the results of the initial test, it was necessary to intervene
in order to improve the low levels evidenced by the students.
• Literal level: according to Vega, (2012) at this level, the facts are
recognized and remembered as they are shown in the reading. This
process includes the recognition of words and their relationship with
what they mean, identifying characters, text sequences and remembering
important events and details.
• Inferential level: at this level, previous knowledge is articulated with
what is expressed in the text in order to understand it. According to
Gutiérrez, Perez (2012) the inferential level allows the reader to complete
the information explicitly omitted in the text but necessary to obtain a
more elaborated mental representation, in such a way that cognitive
processes such as the articulation of knowledge, summarizing relevant
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information in an organized way, selecting the type of information being
read and elaborating associated ideas that enrich the reading process,
predicting endings, deducing the message of the text and proposing or
proposing new ideas to articulate them with the existing ones are grouped
in this level.
• Critical level: at this level, the reader, as Borges (2014) says, thinks about
the content of the text and better interprets its reality, thus being able to
make judgments according to his perception. For this, the reader must
issue his opinion regarding the text, judge what is stated, analyze the
actions of the characters or the author's intention and question the
message that is implicit in the text in order to issue a value judgment from
his point of view.
According to these three levels of reading comprehension, it is necessary to
retake Piaget's concepts of learning and Ausubel's concepts of meaningful
learning. For Piaget, learning occurs when schemas are modified actively and
through processes of interaction of a person with the environment according
to his or her stage of growth and development, which for this context, the 6
students with school skills disorders would be in Piaget's developmental stage
of concrete operations. In this stage of development that goes from 7 to 12
years of age, people as Triglia (2019) says, are able to use logic to reach
conclusions, question themselves and make inferences.
Meaningful learning, which is what is sought within school contexts,
according to Ausubel, occurs in each person individually and differently, in
which not everything is attributed to memory as something concrete,
repetitive and finished, but rather the mind is given the opportunity to think
much further, to ground it in its particular reality, to associate it with other
contexts and create solutions or provide alternatives for the issues to be
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learned. What was propitiated in the playful environment, a space for reading,
learning, interaction, socialization and expression.
According to Monrroy (2009), reading comprehension is understood as a
process of understanding texts read by a person, allowing reflection, inquiry,
analysis, relationship and interpretation of what is read with previous
knowledge, therefore it is not a passive process, much less a mechanical one,
but rather a very active process where thought processes are organized that
include organization and analysis. Hence the disinterest and lack of reading
comprehension that occurs in the classroom when this process is carried out,
when a text is delivered and some questions are solved literally without giving
the student the opportunity to explore the text and provide strategies to make
reading more enjoyable and not always given on a dead paper, because it is
not the same to read recognizing a language system, than to read
understanding and giving meaning to that language system.
Teaching practice should be done by and for students, always thinking about
responding to their needs. Thus, pedagogies and strategies should be
implemented in the classroom that, as Burgos (2014) says, go hand in hand
with the factors that influence the classroom to detect needs, as well as
interests and motivate meaningful learning within the school environment.
For many years, the reading process was conceived as something memoristic
seen from the literal point of view, but this vision was transformed to see the
need and changes in the social context that constantly affect society, making
it necessary to pay attention to the inferential and critical points that students
must make when faced with a text. This will undoubtedly allow them to
critically analyze situations, identify important aspects and relate them to
their realities, discover implicit skills, interpret the role of the author and
characters of a text and, among many other factors, assume a position, provide
a solution and propose other paths different from those exposed in a reading.
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In this sense, the playful environments became a very enjoyable way to
discover these aspects of the readings through creative strategies and games,
which will always be a very important educational resource to favor the
teaching-learning processes, since it allows the monotonous to become
interesting and generate an atmosphere of confidence and joy for the students
when learning.
For Rosales (2007), didactic strategies constitute formidable tools for
developing critical and creative thinking, since they allow going beyond what
is presented in a reading, discovering other aspects, making inferences,
questioning and suggesting other ideas. That is to say, to conceive a reading
in a more holistic and internalized way in the three levels of reading
comprehension, which is what was achieved with the implementation of this
proposal.
As this proposal is within the framework of inclusion research, working with
6 students with learning disabilities. The concept of inclusion began to
emerge from the exclusion and educational inequality that for many years has
accompanied the educational contexts, historically educational inclusion as a
concept and practice in school contexts began in the early 80's in the United
States and Europe, as an initiative focused on students with educational needs,
However, this conception has been changing over time, being considered as
an inclusive education accessible to all people that, as it states, must reach a
balance between what should be common for all students and the necessary
attention to the diversity of educational needs derived from the uniqueness of
each student, without generating inequality or exclusion.
Educational inclusion must therefore be based on the premise that the school
must respond in a meaningful way to the learning needs of students,
overcoming limitations that may condition the pedagogical practice and that,
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on the contrary, it can equitably enhance the development of competencies,
skills and talents of all students in the classroom.
In the case of children with school skills disorders, working with playful
environments is a very significant tool because it allows them to learn and
carry out the process of reading comprehension in the three levels in a
dynamic way in which the individual characteristics of the being and its
context intervene, highlighting that each person learns differently and at his
or her own pace. We cannot compare the capabilities of one person with
another because each person is unique in what they do and that is the value of
each being and should be highly valued in the classroom to develop skills
based on these capabilities and learning styles that as Gardner would say there
is no one smarter than another, but everyone learns differently.
For Sans, et. al (2012), disorders of school skills cause children with adequate
schooling and normal intelligence to present difficulties because they do not
have optimal tools to acquire them, affecting important processes such as
reading. In this sense, it is necessary to look for alternatives to reach the
students and include them in all school processes, being very appropriate this
strategy since being multidisciplinary will generate the development of
multiple skills in students and goes hand in hand with the processes of
intervention and adaptation of students with this type of diagnosis in the
classroom, since it promotes learning, socialization, participation and
interaction with each other.
Working on reading comprehension in a playful environment was an
enriching experience for both students and teachers, as it allowed them to
make deeper approaches to the text to work on and understand it, thus
improving this important process inside and outside the school environment,
and from the subjective point of view, it allowed confidence, knowledge and
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development of more skills in students and the establishment of a more
enjoyable bond between teachers, students and classmates.
CONCLUSIONS
Creating didactic strategies to address a problem is very relevant to improve
students' academic processes.
In this case, the creation of the playful environment as a didactic strategy,
allowed the children of the IE Marco Fidel Suarez, San Juan de Anganoy
branch with school skills disorders, to improve the levels of literal, inferential
and critical reading comprehension from a basic and basic performance to a
high and superior one, thus favoring the reading, teaching-learning processes
and test results.
The levels of reading comprehension should be oriented and worked hand in
hand so that students are able to identify moments of reading as they occur in
it, as well as to give an option and assume a position regarding the text, which
allows them to make known their opinion, their forms of expression and
human values. The ludic environment as a didactic strategy to favor the
reading comprehension process was designed to serve students with learning
disorders, however it can be used by any student since it is an inclusive
strategy designed by and for the student.
Educational inclusion should be based on the premise that the school must
respond in a meaningful way to the learning needs of students, overcoming
limitations that may condition the pedagogical practice and that, on the
contrary, it should be able to equitably enhance the development of
competencies, skills and talents in all students in the classroom by applying
the principles of SAD, promoting a flexible curriculum, so that it is open and
inclusive from the beginning. In other words, education should be accessible
and equal for all, where the teacher starts from the diversity of each student
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and uses them to create creative, didactic, motivating and meaningful
strategies in the teaching-learning process, such as this proposal.
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