Innovative Strategies for Reading Comprehension in Seventh-Year Elementary School Students

Abstract

Reading comprehension is an essential skill in basic education, as it determines learning in all curricular areas and the critical development of students. However, low levels of reading achievement have been identified in seventh grade, associated with the predominance of traditional methodologies and low student motivation. Given this problem, the present study aimed to analyze the impact of innovative teaching strategies on improving reading comprehension. A quasi-experimental design with a mixed approach was applied, utilizing diagnostic and final tests, classroom observations, and teacher interviews. The sample consisted of 60 students, divided into a control and experimental group, and teachers previously trained in active methodologies. The quantitative results showed a significant increase in the experimental group, which went from an average of 12.1 to 16.9 points in reading comprehension, compared to slight progress in the control group. At the qualitative level, improvements were recorded in motivation, active participation, and use of digital resources. These findings corroborate previous research highlighting the effectiveness of gamification, collaborative reading, and virtual learning environments in strengthening cognitive and metacognitive skills. It is concluded that pedagogical innovation, accompanied by teacher training, enhances reading comprehension and generates more meaningful and motivating learning. However, the limitations of the short intervention time and the need for longitudinal studies to evaluate the sustainability of the results and their applicability in diverse school contexts are recognized.