Description

It is common to find few reading abilities in students of all courses and educational levels, since students show a low level of reading due to a lack of interest, discouragement and rejection towards reading. The objective was to analyze the contribution of the precategorial structure as a pedagogical strategy to favor reading comprehension in tenth grade students of La Esperanza Education Institution. A diagnostic test was performed using a checklist, six field diaries, a focus group and a test to assess the impact of the strategy in relation to the diagnostic results. The methodology to be used was hermeneutic, because it seeks to understand realities in the context in which students develop. The results demonstrate that the precategorical structure develops reading skills in students and guides students towards a new experience of text comprehension.