Didactic strategy for improving reading comprehension and critical thinking in high school

Abstract

This research aimed to design a methodological proposal to strengthen reading comprehension and critical thinking among first and second-year high school students at the "Vicente Fierro" Educational Unit in Tulcán. The primary issue identified was that students struggle to move beyond literal reading levels, exhibiting a passive stance and significant limitations in reflective argumentation. Methodologically, the study was based on a descriptive and propositional design with a mixed-methods approach, utilizing structured observation, interviews, and surveys applied to a census sample of 291 students and 5 subject-area teachers. As a technical response to these challenges, a didactic improvement guide was developed, grounded in critical literacy and the use of active pedagogical techniques, such as reflective debates, guided readings, and systematic textual analysis. The diagnostic results validated the need for this pedagogical intervention. The main conclusion highlights that the coordinated implementation of these innovative strategies effectively transforms how students engage with texts, fostering a transition toward critical, autonomous, and reflective analysis. This pedagogical resource not only optimizes academic performance but is also essential for developing well-rounded citizens capable of proactively questioning their reality.