Application of interactive - transactional method in legends to develop reading comprehension skills in narrative texts

• Autores: Coronado López, Sandra Paola, Campos Alavedra, Segundo Antonio
• Formato: artículo
• Fecha de Publicación: 2015
• Institución: Universidad César Vallejo
• Repositorio: Revistas - Universidad César Vallejo
• Lenguaje: español
• OAI Identifier: oai:oai.revistas.ucv.edu.pe:article/690
• Enlace del recurso: http://revistas.ucv.edu.pe/index.php/ucv-hacer/article/view/690
• Nivel de acceso: acceso abierto
• Materia: Método interactivo-transaccional; Lectura; Interactive-Transactional method; Reading

The research set out reading comprehension as a problem which currently, in Peruvian government policy is one of the priorities on education because it was proved that reading deficiency is the main cause of low performance obtained by Peruvian students on standardized tests taken by foreign agencies. For this reason, it should make studies, proposals and continue with greater coverage and persistence in the development, dissemination and discussion of innovative proposals to the reader transformation both the teacher and the student to revert not only statistical results but to help people through the reader development. The Educational Program “interactivetransactional Method in reading legends” involved the execution of four reading activities distributed in ten training sessions to develop the understanding of narrative text, specifically the legend. The plan consists of conception (teaching bases) and intervention (educational events). Didactic events were organized in learning links which included a system of strategies: intention, forecasting and prediction (in the link orientation); identification, organization, inference and explanation (in the link of assimilation); contextualization and intertextualization (in the link extension). After applying the stimulus, it was shown that the development of reading comprehension skills in the subject of communication, improved significantly. It can state that the hypothesis is accepted as it is formulated: The Application of Didactic Programme “interactive-transactional Method in reading legends” will improve the ability to comprehension in narrative texts in students of second grade of high school in Institución Educativa N° 11521 “María de Lourdes” Pomalca, Chiclayo, 2013. In conclusion the Didactic Program “interactive-transactional method in reading legends” is effective because it helps to improve teaching practice with students of high school. It suggested the application in the subject of communication within the development of alternatives to reading comprehension.