La música como estrategia para el fortalecimiento de la comprensión lectora en estudiantes del octavo año “c” de la Unidad Educativa Fiscomisional “Juan Montalvo"

Abstract

This study analyzes the use of music as a pedagogical strategy to strengthen reading comprehension in eighth grade “C” students of the “Juan Montalvo” Fiscomisional Educational Unit, in response to the low performance in this area. Reading comprehension, in its literal, inferential and critical dimensions, represents a global and local challenge. According to UNESCO, nearly 30% of students worldwide do not reach minimum levels of reading comprehension, while in Ecuador more than 50% have unsatisfactory results. In the province of Manabí, these figures reflect significant inequalities, aggravated by the lack of resources and innovative strategies. In this context, the research explores how music (classical, popular and folk) impacts attention, information retention and emotional connection. The objective is to analyze how types of music influence reading comprehension and motivation, through workshops that improve reading skills. Based on constructivism, music is used as an educational tool to improve attention and memory, facilitating reading comprehension. Furthermore, using a qualitative-descriptive approach, musical workshops were implemented to motivate students and improve their reading performance. The results show significant improvements, highlighting the potential of music to enrich educational processes. This work offers an innovative alternative to overcome reading comprehension challenges and underlines the need to train teachers in creative strategies that integrate music.