Descripción

Aim: To strengthen the reading process through didactic sequences focused on Isabel Solé’s strategies in ninth-grade students. Methodology: Sociocritical paradigm and qualitative approach framed in action research, developed in four phases: diagnosis, action planning, action execution and reflection. The work unit consisted of 20 students. Data were collected using the observational technique, with observation and field diary as instruments. Results: By implementing didactic sequences based on Isabel Solé’s strategies, reading comprehension skills were strengthened through formative texts. Conclusions: Based on the strategies, the students were able to understand the author’s communicative intention, argue, understand the reading, enjoy the content of the text and strengthen their reading comprehension skills, which allowed them to improve their academic performance.