Habilidades de análisis literario para mejorar la lectura comprensiva en estudiantes de décimo año.

Abstract

The aim of the study was to identify the skills of literary analysis in reading comprehension in tenth grade tudents of the “Natividad Delgado” Educational Unit. The problem focused on identifying the teaching strategies used by teachers and evaluating how these influence the development of these skills. The methodology used included a descriptive design with quantitative and qualitative approaches, using inductive and deductive methods, and applying research techniques such as participant observation, student surveys and interviews with the Language and Literature teacher, which allowed a comprehensive analysis of the data. Important limitations were identified, such as 31% of students having difficulty summarizing, 21% identifying main themes and 17% understanding implicit meanings, according to the survey. The interviews revealed that the lack of vocabulary and contextual knowledge hinders in-depth analysis, while observations showed significant progress in the classroom, such as greater participation in debates and critical analysis. Observation determined that interactive activities such as debates, dramatizations and group presentations were key to promoting participation in the reading and analysis process. In conclusion, literary analysis strategies applied in the classroom contribute significantly to strengthening reading comprehension, although a differentiated approach is required to meet the specific needs of some students.