Methodological strategy with the use of digital teaching resources to improve students' academic performance in reading

Abstract

The present research addresses a methodological strategy designed to raise educational performance in reading, in this sense through an effective diagnosis, it was found that students present deficiencies in reading comprehension, oral and written communication skills and poor fluency. Teachers use few teaching strategies in the classroom, which reduces interest in reading and limits the ability to analyze and synthesize texts. The study began with the identification of the problem and the general objective was proposed: to implement a methodological strategy to improve the academic performance in reading of eighth grade students. The research is applied and descriptive, with a mixed and curricular approach, which guides teacher training in relation to the various contents to be developed in classes. This approach primarily benefits teachers and students. For data management, the development of the conclusions and recommendations of the diagnosis involved empirical methods such as direct observation, teaching tests, interviews with teachers in the area and surveys of students. In addition, mathematical statistical methods are used to interpret the information obtained in the diagnosis. Also promote and evaluate research data. In summary, carefully designed and implemented methodological strategies can be an important factor in the academic progress in reading of eighth grade students, providing a comprehensive approach adapted to the specific characteristics of the students. This work responds to research projects on teaching management and educational quality in basic education, as well as research directions on improving educational excellence.