Descripción

The research exposes the design of an activity booklet from dialogic learning, as a didactic strategy to improve the reading comprehension of fifth-grade students. It is located in the qualitative approach, the sociocritical paradigm, and the pedagogical action research method. It was developed in three phases: initial immersion, which included a diagnosis with teachers and students; elaboration and implementation of the plan, where the booklet entitled ‘Reading mediated through dialogic learning’ was designed and applied; and the process of evaluating the results, where the application of complementary activities was carried out to evaluate the levels of reading comprehension. The results show that the strategies used by the teachers are not in line with the principles of dialogic learning; the design of the strategy and the application of dialogic literary meetings require the presence of teachers and students. On the other hand, it was shown that the students acquired reading skills with improvement in the literal, inferential, and critical levels since they were able to identify the themes, recognize the explicit ideas or those suggested by the author, and relate the meanings of the words or sentences to their own experiences and previous knowledge. It is concluded that the use of dialogic literary encounters facilitated orality and significantly improved students’ reading comprehension, allowing the transmission of opinions and expectations of their reality.