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Submitted May 26, 2022
Published 2022-05-26

Artículos

Vol. 1 No. 1 (2022): REA: Revista Científica Especializada en Educación y Ambiente

THE MICRO-STORY AS A DIDACTIC STRATEGY TO DEVELOP READING COMPREHENSION IN THE NGÄBE STUDENTS OF THE JUAN DEMÓSTENES AROSEMENA SUPERIOR PEDAGOGICAL INSTITUTE


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Citación:
DOI: ND

Published: 2022-05-26

How to Cite

Valdés Armuelles, F. E. (2022). THE MICRO-STORY AS A DIDACTIC STRATEGY TO DEVELOP READING COMPREHENSION IN THE NGÄBE STUDENTS OF THE JUAN DEMÓSTENES AROSEMENA SUPERIOR PEDAGOGICAL INSTITUTE. REA: Revista Científica Especializada En Educación Y Ambiente, 1(1), 85–95. Retrieved from https://revistas.up.ac.pa/index.php/rea/article/view/2914

Abstract

Deficiencies in reading comprehension are currently a widespread concern at all educational levels. Reading is a complex mental process that requires strategies that promote it; For this reason, this research explored the use of micro-narratives and functional discursive analysis as a didactic strategy for the development of reading comprehension in Ngäbe students of the Juan Demóstenes Arosemena Higher Pedagogical Institute in Santiago, Veraguas. To collect the data, surveys were applied to 94 first-income Ngäbe students from the IPSJDA. The results obtained confirmed that in the classroom there is very little use of the short story (19.1%); little knowledge of functional discursive analysis (69.1%); and inexperience in the reading phases (53. 2%). The need for greater teacher support in the reading process is pointed out, as well as the use of alternative resources and strategies that guarantee its effectiveness.

 

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