Keywords
Reading comprehension
Reading
Education
Rurality
How to Cite
Abstract
Introduction: Low reading comprehension levels in Colombia, particularly in rural regions, exacerbates educational disparities and impedes community development. Within the Cristo Rey Antonio Nariño Rural Educational Institution in San Vicente del Caguán, students in the fourth and fifth grades encounter significant challenges in reading comprehension, adversely affecting their academic performance and social engagement. Consequently, this research aimed to enhance students' reading comprehension skills through the implementation of instructional texts. Methodology: This qualitative study, situated within the socio-critical paradigm, was conducted under the framework of Participatory Action Research (PAR). The investigation unfolded in four phases: an assessment of students' reading comprehension, the design and implementation of instructional texts, and the evaluation of reading comprehension levels (literal, inferencial, and critical-intertextual) employing direct observation, surveys, and checklists. Results: The initial assessment indicated considerable difficulties in reading comprehension, insufficient reading practice outside the classroom, and a scarcity of resources at home. Following the application of instructional texts, students exhibited improvements across all levels: at the literal level, they identified and organized information; at the inferential level, they interpreted and deduced implicit information; and at the critical-intertextual level, they integrated personal experiences and developed analytical thinking skills. Conclusion: The implementation of instructional texts proved effective in enhancing reading comprehension and fostering critical and creative skills, thereby promoting community development through the integration of education with everyday life in rural contexts.
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