Analysis of the main difficulties in reading comprehension in primary education students: the case of the Eusebio Septimio Mari Educational Institution
DOI:
https://doi.org/10.47058/joa14.5Keywords:
reading comprehension, diagnosis, primary education, reading difficulties, pedagogical strategies, educational technologiesAbstract
The purpose of this article is to diagnose the main reading comprehension difficulties faced by fifth-grade students at the Institución Educativa Eusebio Septimio Mari, located in the Special, Tourist, and Cultural District of Riohacha. The research is framed within a mixed-methods approach, descriptive in nature, and supported by quantitative and qualitative techniques that allowed for a comprehensive understanding of the phenomenon. Dichotomous-scale questionnaires were administered to a sample of 70 students, and semi-structured interviews were conducted with language teachers to identify the cognitive and pedagogical limitations affecting reading comprehension processes. The results showed that most students have difficulties identifying main ideas, making inferences, and establishing relationships between concepts within texts. Likewise, low motivation toward reading and limited family support were observed—factors that negatively influence the development of reading skills. The study concludes that these difficulties are associated with both the absence of innovative didactic strategies and the underuse of technological resources in the classroom. It is recommended to design pedagogical interventions that use digital tools and playful strategies to foster interest in reading and strengthen text comprehension processes at this educational level.
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