Reading literary works to strengthen school reading comprehension

Abstract

This scientific article analyzes the strengthening of reading comprehension among eighth-grade students at Unidad Educativa Particular Balsamaragua through the reading of literary works and the application of the 2LSERER method.

Through a qualitative approach with a descriptive scope, the present research examined learning processes in a non-probabilistic sample of 25 students. The methodological pathway was structured through an initial phase of participatory text selection, followed by the rigorous implementation of the 2LSERER method, which integrates seven systemic stages: reading, attentive reading, underlining, explanation, relation, exemplification, and review.

The findings, derived from participant observation and in-depth interviews, reveal that granting students agency in the curation of literary works acts as a decisive catalyst for intrinsic motivation. In this regard, it was found that the logical architecture of the proposed method not only streamlines technical decoding but also promotes an effective transition toward critical interpretation and creative production.

Ultimately, the study concludes that active and metacognitive pedagogical strategies are essential to surpass traditional instruction in the area of Language and Literature, achieving a profound appropriation of literary content within the school context of Jaramijó.