Comprensión de lectura a través de estrategias de visualización y lectura en historias cortas

Abstract

Reading in English without comprehension is an issue that has been studied during many years. This fact makes difficult the learning process of EFL taking into account that reading is one of the four skills necessaries for language learning. Teachers usually tend to develop reading comprehension through decoding words from one language into another and comprehension of the text is just achieved by the translation, losing too many ideas that are no explicit word by word. Following this further, this action research aim to improve reading comprehension for levels: literal, inferential and critical through visualization and reading strategies implemented in the English classroom. The results were collected and analyzed through teachers journals, questionnaires and students artifacts. The data revealed that literal, inferential and critical levels of reading comprehension are improved with the implementation of these strategies.