Metodologías activas y el desarrollo de estrategias de comprensión lectora en educación básica media

Abstract

This study analyzes the question of the influence of active methodologies on the development of reading comprehension strategies in middle school students. Reading comprehension is key to students' professional development; however, it has been negatively impacted by the poor practice of traditional strategies that teachers continue to use, which limit students' critical thinking. The method used in this study follows the PRISMA model guidelines. The research shows that approaches such as formative assessment, gamification, flipped classrooms like project-based learning (PBL), and the use of digital technologies increase student motivation, autonomy, and active participation, improving reading skills and critical thinking. The non-experimental method is based on literature reviews and the documentary analysis of 20 articles published in the Scopus database, which allows for the identification of effective practices, effects, and challenges that vary across educational contexts