THE CHALLENGE OF READING COMPREHENSION IN PRIMARY EDUCATION

This research shows the importance of didactic strategies in reading comprehension in Mexican students in the sixth grade of primary education; the relationships between the moments, strategies and modalities of reading in the results obtained stand out. It is characterized by being quantitative and field, cross-sectional and synchronous. With a representative sample of 100 subjects. Among the main findings, the importance of having a clear objective and anticipating reading helps students to infer, summarize, interpret and synthesize information. In addition, the demonstration and explanation of the didactic practices associated with each other, allow each teacher to account for the importance of its application in the classroom to consolidate the taste for reading, reading comprehension and writing texts in students, this as a solid basis for the development of learning. It is demonstrated that the teacher is the main model and promoter of reading, guidance and orientation that consolidates reading and writing skills in the classroom in their students. The originality of the research lies in the design of the instrument to operate the variables involved in the reading strategies proposed in the didactic methodology of the current Primary Education program in Mexico (p.47 Study Plan 2011. Teacher's Guide. SEP) and apply it in students of a public institution as a sample of what happens in the classrooms, according to the opinion of the students.