reading level in the cognitive development of the students of the upper basic

Abstract


 Reading is considered a cognitive activity that stimulates thought in order to make a pertinent judgment, it has also become a great challenge for students. Reading is one of the primary educational processes in education, it allows knowing the level of linguistic development and reading comprehension. The objective of the research is to investigate the reading level and its association with the cognitive development of the students, of higher basic education of the Fiscal Educational Unit "Carlos Julio Arosemena Tola, during the 2021-2022 school period. A questionnaire was applied that allowed to know the low reading level of the students. A mixed qualitative-quantitative methodology was applied. The results have shown that there are several factors that affect the low reading level, from demotivation to the lack of strategies such as extracting ideas and summarizing what has been read. However, there are tools to enhance critical thinking and analytical skills, in which the guide and strategies used by the teacher must be based on the student's level of prior knowledge to achieve a valuable level of reading comprehension.

Reading in the development of linguistic skills at the elementary level

“…Knowledge of letters, written words and textual structures are part of the learning that students must acquire, Cuetos Vega (2008) argues that phonological awareness in children by selecting a good method that facilitates the task between the sound of the letters and then learning by automating the decoding processes so that they can dedicate their cognitive resources to understanding what they read. But for reading you have to learn to read, according to Solé (1998), The teacher must have specific strategies or ways to teach and learn to read without excessive difficulty, making a relationship between the reader and the text, in which both are very important, but the one who rules is the reader, seeing reading as constructivist and interactive (Toala-Díaz & Muñoz-Ponce, 2022;Goncharova, 2020).…”