Deficiencies in reading comprehension: a reality in all venezuelan middle education classrooms

Abstract

This article is the result of a research whose general purpose was to generate theoretical reflections about the pedagogical strategies used by teachers to develop reading comprehension in General Secondary Education students. The methodology used was interpretive, phenomenological in nature, using the focused testimony of six teachers who work at the Galanda Rojas de Contreras Educational Unit, passive observation and semi-structured interviews were used. The final considerations indicated that teachers use various types of pedagogical strategies, traditional ones predominating, at the level of reading comprehension of the students, the majority read with a certain fluency, good pronunciation and intonation, activities aimed at improving these aspects are carried out daily. For some, it is difficult to read fluently, resorting to spelling or syllabus, this makes it difficult to respond when taking written tests. When paraphrasing a text they have difficulties interpreting its content, placing themselves at the literal level.