Pictograms as a didactic strategy for reading comprehension in second grade of Basic General Education

Abstract

This research seeks to answer the scientific question identified as the research problem: How can we contribute to overcoming the difficulties and shortcomings in reading comprehension among second-grade students in Basic General Education? It analyzes reading comprehension as a key skill in the early years of Basic General Education, where persistent difficulties are evident at the literal, inferential, and critical levels. The objective was to determine how the use of pictograms as a didactic strategy contributes to strengthening reading comprehension in second-grade students at an educational institution in the city of Manta. The research adopted a mixed-methods approach, integrating quantitative and qualitative methods. The design involved the application of pre-tests and post-tests to compare comprehension levels before and after the intervention. The population consisted of twenty students, selected through non-probability purposive sampling. Pedagogical tests, systematic observation guides, and semi-structured interviews with teachers were used. The teaching strategy consisted of the planned use of pictograms in the pre-, during-, and post-reading phases, with activities focused on anticipation, guided comprehension, and reflective interpretation. The results showed improvements in literal and inferential comprehension, advances in critical understanding, and greater student motivation, attention, and participation. Teachers positively valued the strategy for its relevance, inclusiveness, and applicability. It is concluded that the use of pictograms constitutes an effective, viable, and replicable strategy for strengthening reading comprehension in second grade and improving teaching practices in educational contexts with limited resources