Descripción

Within the reading competence, the level of critical reading, and its semantic, syntactic, and pragmatic cross-cutting components, are of marked importance in developing meaningful learnings. With the aim of promoting critical reading by intermediation of fable as a teaching strategy in fourth graders of the Educational Institution Palmar Caño Hondo de Chimichagua, Cesar, we invoked Cassany, Pinzas, Romero, and Salgado, among others. Framed in the Pedagogical Action Research, a diagnostic questionnaire and field journals were applied, in a unit of work of 15 students in grade 4. The didactic strategy ‘Reading Workshop: The fable’ was applied, with results indicating the achievement of interest towards reading at its three levels: literal, inferential, and analytical critic. It was concluded that the application of fable-based teaching strategies, helps students develop complex reader levels, such as critical reading.