STRATEGIES FOR MEDIATING THE DIDACTICS OF READING COMPREHENSION IN FRONT OF THE BASIC RIGHTS OF LEARNING IN SPANISH LANGUAGE

Abstract

Reading comprehension (RL) in Colombia has been the subject of extensive research in recent years due to its importance in the face of the unfavorable indexes registered in the Saber Tests in relation to the reading and writing skills of high school students. For this reason, this essay-type article seeks from its global objective: To generate theoretical reflections regarding the mediating strategies in CL didactics in relation to the fulfillment of the basic learning rights (DBA) in Spanish language. The methodology used was framed in qualitative research supported by the technique of content analysis, where the essential theoretical premises that involve the DBA of girls students belonging to the official sector are presented. From this perspective, the results obtained show that the reinforcement of CL didactics from the pedagogical mediating strategies contributes to the improvement of academic performance, since at present there are still marked weaknesses of the students in terms of the progress of their reading skills, which is reflected in the results presented in the Saber Tests. To this effect, it leads to the conclusion that the DBAs should include pedagogical and technical mediating strategies so that the performance of the students in their environment represents a positive element, thus providing high quality inputs for the improvement of their academic performance.