Estrategias diferenciadas de lectura para competencias interpretativas de obras literarias.

Abstract

This research paper helps to analyse how the application of differentiated reading strategies impacts the development of interpretative skills in literary works among third-year students in the General Unified Baccalaureate parallel ‘A’ programme at the Fiscomisional Educational Unit ‘Juan Montalvo’ located in the city of Manta. The study is based on the recognition of the diversity of learning styles in the classroom and the need to adapt teaching practices to strengthen critical comprehension of literary texts. Using a descriptive qualitative approach, and through interviews, focus groups, and reading workshops, strategies were applied, including note-taking, summarising, underlining, and discussion, with the aim of identifying their effectiveness in the interpretation of representative works from the national and international canon. The findings show that the strategies promote critical and active reading, improving comprehension and retention of difficult knowledge, which facilitates the connection between the content of the literature and the students' personal perception. The findings confirm that note-taking and discussion stand out as the strategies with the most positive and beneficial effects in stimulating critical thinking, in-depth literary analysis and argumentation. Although there are several obstacles that hinder this application, such as demotivation and poor vocabulary, the results suggest that the intentional application of these strategies favours the formation of reflective readers with the ability to discuss texts and understand their social and symbolic dimension. The research concludes that differentiated teaching of literary reading is a relevant way to build a more inclusive, critical and meaningful education.