Teaching intervention in sixth graders' reading issues

Abstract

Reading comprehension is a skill developed from a process containing many factors. Therefore, this study
aimed to generate an educational intervention process to improve student's reading comprehension
through the meaning and function of main ideas, secondary ideas, summaries, and keywords. For this
reason, four purposes were proposed: 1) to identify previous knowledge, 2) to conduct an informative class,
3) to develop a practical activity, and 4) to identify the learning and progress obtained. For this purpose, a
qualitative study was carried out, with action research, developing instruments such as the questionnaire
and participant observation. The main results are: 1) there is a slight notion of the concepts, 2) there is
confusion between the conceptualizations of the terms 3) the intervention generated a high percentage of
assertiveness in the development of the activity. The research showed that the teacher's role and
commitment to student learning are fundamental to creating scenarios and tools that promote reading and
reading comprehension. Thus, there are several factors to consider to obtain this skill.