“Leer y comprender es mi cuento” como una propuesta lúdico-pedagógica para el fortalecimiento de la comprensión lectora en los estudiantes de grado 4º del Colegio Sagrados Corazones de Madrid

1. The academy, like various factors in society, are the result of human interest in a better organized civilization, however, despite the efforts to standardize school dynamics, in order to guarantee optimal results in quality measurements that are done through written tests, it is not possible to cover the entire spectrum of knowledge possibilities in children; Science and technology advance, but very few contributions are made to education and pedagogy. The economic, political and social dynamics and even the environmental one, condition the reformulation of the pedagogical practices, limiting the teachers in resources, spaces and technology. Taking into account the previous aspects that affect the possibility of building new and better strategies, this research process is undertaken, in which certain weaknesses in the field of reading are identified.

Reading comprehension is one of the important elements in the teaching-learning process in all areas of knowledge, because it influences the performance that the student can achieve in the personal, school and social context. María Montessori manifests in several of her postulates her ideas about enriching the possibilities in children's lives, referring to the need for knowledge to be built through sensations and thus argues the importance of stimulating identity and ability to adapt to the conditions that the environment favors. Seen in this way, what is intended through this proposal is to stimulate reading comprehension at its different levels (literal, inferential, critical, reading reorganization and reading appreciation), promoting the story as the articulating axis of the learning processes, to This, the development of this research is undertaken, with a qualitative approach, with which it is intended to observe and analyze through instruments such as the interview, the survey, the observation sheet; and understand the actions that generate the difficulty in reading comprehension, the cultural, social, economic and family factors that affect the development of this ability in children.

It is required to plan didactic strategies that arouse interest and taste for reading with the purpose of strengthening the ability to interpret, associate ideas, compare textual concepts with reality and perception through the senses and of course the ability to translate into actions. real what is conceived in the text and vice versa. The type of research that is used is "action research" since it allows to investigate, design, apply and analyze the stages about the process, defining the positive and negative aspects of the practices, to eradicate, modify or preserve them, while they are produce constant transformations to the educational dynamics, emphasizing their attention to understanding them and reflecting on each action that is carried out. On the other hand, the project allows the opportunity to recognize the benefits that the story offers to children in its communicative dimension, developing skills to understand oral and written texts that are simple, from different contexts such as descriptions, narrations, and short stories, that from these they can formulate and answer questions according to their communication needs, making simple conjectures, prior to the understanding of texts and other situations, developing unconventional ways of reading and writing and showing interest in them, also strengthens the imagination and stimulating creativity.

Keywords: Reading comprehension, story, reading levels, didactic strategies