Play environments to enhance reading comprehension in children with school skills disorders

Abstract

This research aimed to create playful environments as a didactic strategy to improve reading comprehension processes in students with reading disorders in third grade of the IE Marco Fidel Suarez, San Juan de Anganoy. The methodology used will be under the qualitative approach since it allows an approach to the social situation to explore, describe and understand it and from a socio-critical paradigm to transform a reality of low levels of reading comprehension and disinterest in reading, with alternatives to improve this problem through playful environments and using action research. For this purpose, the reading comprehension processes of the students were diagnosed, a playful environment was designed to favor this process and this strategy and its impact were included to potentiate the reading comprehension processes of the 6 children with school skills disorders in third grade. Likewise, reading comprehension improved notably with the inclusion of playful environments as an alternative didactic strategy where the following levels were addressed: literal, inferential and critical and also favored the social and affective development of the children, since the qualitative assessment was between the upper and high levels, much better if we compare it with the initial test that was in the basic and low levels.