Reading comprehension for the development of critical Reading

Abstract

Critical reading constitutes a fundamental element in the educational process for developing critical thinking and reading comprehension. In Ecuador, 27% of the population lacks reading habits, evidencing deficiencies in critical reading competencies. This study aimed to design a reading comprehension activity system to develop critical reading in eighth-grade students of upper basic education. A qualitative methodology was employed with an intentional sample of 30 students from a population of 90, using a survey with a six-item questionnaire that evaluated critical reading and reading comprehension indicators. Results revealed that 80% use synonyms to understand unknown words, 70% extract main ideas, but 57% rarely relate readings to daily experiences and 20% lack post-reading strategies. A system of three sequential activities was designed addressing literal, inferential, and critical levels of reading comprehension, integrating playful and interactive elements. It is concluded that the proposal constitutes an effective pedagogical tool for developing critical reading competencies through systematic didactic interventions that connect basic cognitive skills with higher metacognitive competencies.