Analysis of ecuadorian poetic texts as a didactic strategy for strengthening reading comprehension skills in high school students

Abstract

Reading comprehension is a fundamental competency for learning and for the development of critical thinking among students. However, educational contexts continue to show difficulties related to text interpretation, analysis, and evaluation. In this context, the objective of this study was to evaluate the impact of a didactic strategy based on the analysis of Ecuadorian poetic texts on the improvement of reading comprehension levels among first-year high school students at Unidad Educativa Jacinto Burgos Pinargote. A quantitative approach with a pre-experimental pretest-posttest single-group design was employed involving 32 students. The intervention lasted two weeks and focused on guided analysis of Ecuadorian poetry through interpretation, reflection, and literary discussion activities. The results showed improvements in overall reading comprehension and in the literal, inferential, and critical levels, with the greatest progress observed in inferential comprehension. Statistical analysis confirmed significant differences between pretest and posttest scores. It is concluded that the analysis of Ecuadorian poetic texts constitutes an appropriate didactic strategy to strengthen reading comprehension and promote a more active relationship between students, literature, and their cultural context.