Reading Comprehension in the Formation of Students from Basic Education Major

Abstract

In the article the authors present the theoretical frame modeled as premises for the elaborations, both theoretical and practical, which were carried out to foster the development of reading comprehension skills. These results were intended for university students who will be teachers and are attending their major in Basic Education in the Republic of Ecuador. This was carried out with the aid of scientific methods of research, mainly from the theoretical level, with the prevalence of triangulation of theoretical sources, and complemented by analysis-synthesis and induction-deduction. The resulting premises were elaborated with the modelling method. From this, seven theoretical premises resulted: the assumption of the communicative approach as the theoretical frame, comprehension as a psychological process, text as the main means for comprehension, reading comprehension as a communicative skill, the development of reading strategy as an essential element, the necessity to assume a critical position towards the context of the written text, and the necessity to use the technologies of information and communication. As a synthesis, the authors arrived to the conclusion of determining that the communicative approach is the essential transversal axe for the process to be modelled.