Situated teaching for the development of didactic strategies in reading comprehension in elementary school students

Abstract

The objective of this article was to analyze didactic strategies from “situated teaching” to improve reading comprehension in students of the Elementary School “Miguel Hidalgo y Costilla” in Cuernavaca, Morelos. The methodologyused in this study was qualitative with an explorator descriptive cross-sectional design, based on the analysis of the perceptions of eight teachers about situated teaching in their daily teaching practices. The data collection instrument was an interview. The three variables to be investigated were reading comprehension, didactic strategies and situated teaching. The analysis shows that the strategies implemented by teachers favor individual as well as collaborative work, promoting reflection and comprehension processes in students. These strategies make it possible for learning to be located in meaningful contexts, as they can be linked to the social and cultural heritage of the community, family and daily life of the student. Similarly, they facilitate the decoding and interpretation of words and concepts through tools such as the school dictionary, digital resources, actions that promote an active construction of knowledge. The main conclusion is that the use of easy-to-handle visual materials, directlylinked to the students' specific experiences, significantly helps improve reading comprehension using these resources, which facilitate the connection between the texts and the students' real-life experiences, promoting deeper interpretation and contextualization of the reading.