Pedagogical proposal to strengthen reading skills in third grade students of the Pedro Castellano Educational Institution

Abstract

This research aims to implement a pedagogical proposal that strengthens reading competencies and fosters reading habits in third-grade students at the Pedro Castellano Educational Institution, located in Purísima de la Concepción. Based on a diagnosis using external assessments with poor results and the identification of barriers such as the absence of an adequate library and the low educational level of families, the study proposes the application of active and cooperative pedagogical strategies that involve the family as a mediator in the reading process. The methodology used is a quasi-experimental design with control and experimental groups, and workshops were developed to stimulate cognitive and emotional skills while promoting family and school participation. The results show that although students demonstrate a positive attitude and commitment toward reading, emotional and familial barriers persist, limiting effective support. It is concluded that pedagogical strategies and family mediation are essential to creating inclusive and emotionally positive school environments that contribute to the comprehensive development of reading competencies.