Innovative methodological strategy to improve reading and writing in Fourth Year Basic General Education students of the CECIB Sergio Núñez

Abstract

Introduction. Innovation in reading and writing improves the process of meaningful learning in students. Objective: Propose an innovative methodological strategy to improve reading and writing in Fourth Year Basic General Education (EGB) students. Methodology: This research focuses on the quantitative approach because we work with human groups seeking change and transformation responding to the critical-propositive paradigm that enables the generation of constructivist learning. It is also projected quantitatively because it corresponds to an integrated study that proposes a proposal around the reading and writing processes, focused on strengthening these communicative skills, which has required school, family, and social adaptations. Results: 1. It is possible to identify reading-writing problems in Fourth Year EGB students. 2. It provides a theoretical basis for the use of an innovative methodological strategy to improve reading and writing.3. It contributes to designing an innovative methodological strategy to improve reading and writing in 5th Year EGB students. Conclusions: The present research is attractive, dependable, and innovative. Establishes and identifies reading and writing problems in students, since being a methodological strategy it is based on constructivist theory through reading and writing, students will be able to build their own learning, favoring the school performance of students in oral and written expression, therefore the knowledge and mastery of new pedagogical strategies is important, since these allow them to develop interest and motivation in learning new knowledge.