La comprensión lectora fortalecida por los textos expositivos

Abstract

This article is based on the hypothesis that the greater the use of expository texts the better the reading comprehension level among the students, it aims to highlight some results derived from the research Prácticas de lectura con textos expositivos para mejorar la comprensión lectora en los estudiantes de grado 5° (Reading practices with expository texts for the improvement of reading comprehension in 5th-grade students) through a series of didactic sequences in the San Pablo and Compartir schools. The research was performed under a qualitative approach and it allowed, through the design of the sequences with a strategy and intentional activities, to establish some considerations around the teaching-learning processes of reading comprehension for students andteachers and thus invigorating the work with expository texts.