Teacher Training Strategy to Improve Reading Comprehension in Primary Level Students

Abstract

Introduction: Teacher training is a topic of great interest, as students benefit from the teacher's knowledge and skills to enhance their progress. In particular, strategies aimed at optimizing reading comprehension are required. Objective: To design a teacher training strategy to improve reading comprehension in primary level students. Method: A qualitative investigation was carried out at the Mercedes Consuelo Matos School, belonging to Educational District 02-05, municipality of San Juan de la Maguana, San Juan province, Dominican Republic. The study period included the 2023-2024 school year, and the theoretical methods employed were historical-logical, analysis-synthesis, systemic-structural-functional modeling, and the empirical methods were documentary analysis, observation, interview, and the questionnaire. Results: The strategy aims to implement actions oriented towards fostering teacher training for the development of reading comprehension in primary level students. It is based on socio-psychological, psycho-pedagogical, linguistic, and didactic references. It consists of four stages: awareness and motivation, planning and organization, execution, and evaluation. In each of the stages, objectives are outlined which are realized through specific actions. Conclusions: The research proposes a teacher training strategy, focused on active methodologies and the use of varied resources, to improve reading comprehension in primary level students. Continuous training and collaborative work among educators are fundamental to enhance learning and interest in reading.