El autor puedo ser yo: fortalecimiento de la comprensión lectora a través del cuento infantil ilustrado y las artes plásticas en estudiantes de segundo y cuarto grado de la Institución Educativa República Bolivariana de Venezuela

Abstract

This research work is framed within the paradigm of educational action research and is developed over three semesters in the line of inquiry focused on subjectivities, diversity, and aesthetics, as part of the Bachelor's Degree in Early Childhood Education at the Universidad Distrital Francisco José de Caldas in Bogotá, Colombia. The study population consists of second and fourth-grade children from the República Bolivariana de Venezuela School, also located in Bogotá, Colombia. The research question guiding this project arises from observations made during work sessions, where significant difficulties in reading comprehension among the children were identified. Accordingly, the research question posed is: How can reading comprehension be enhanced through illustrated children's stories and visual arts in second and fourth-grade students at the República Bolivariana de Venezuela School? The general objective is to design a pedagogical proposal that facilitates the development of reading comprehension skills in students from grades 201 and 401 at the school through the use of illustrated children's stories and visual arts. The specific objectives focus on strengthening particular reading comprehension skills, reinforcing levels of reading comprehension, and fostering creativity through the creation of an illustrated children's story by the students themselves. At the conclusion of the project, it was evident that reading stories increases creativity, and frequent reading of these stories promotes improved reading comprehension. Additionally, the use of visual arts as a teaching strategy helps maintain the children's concentration and encourages greater interest in reading and writing stories.