Descripción

The project was carried out to analyze the effects of the development of the basic cognitive processes oriented to the reading comprehension of literary texts in third-grade students of the primary school of the Educational Institution Bello Horizonte, Villa Yaneth, carried out through a methodological process with a qualitative approach, based on action research, with a descriptive scope. The observation technique was applied to a teacher and 27 students. The results showed that the expression of basic cognitive processes was unconscious; for this reason, the children presented difficulties in understanding the terms: analyze, compare, and classify. Regarding the level of reading comprehension they have, it was observed that they can understand the explicit elements of reading. mConcerning the inferential level, they can hardly extract implicit situations and, at the critical level, argumentation with their own criteria was not appreciated. Therefore, when applying the designed strategies, it was concluded that they influence the activation of basic cognitive processes, which facilitates the reading comprehension process. In this way, the students were able to obtain a broad vision of what the text read represents, anticipating elements that were related to the reading and, thus, consolidating a literal level. In addition, they improved in the inferential aspect and the argumentation of critical aspects, establishing a relationship with the content of the text and previous experiences and knowledge.