A Socio-Culturally Based Didactic Strategy To Improve Students’ Reading Skills

Abstract

To design a Socio-Culturally based didactic strategy to improve students’ reading skills, a mixed investigation of a descriptive scope was carried out in the year 2020. The population of the study was formed by a hundred English teachers from different schools in Esmeraldas, and the sample consisted of 28 of them, who were chosen at random. The methods of investigation used were Analysis, Synthesis, Hermeneutics, and the techniques used were a survey and a documentary review. The results revealed that the main difficulties concerning reading skills students present are the insufficient critical thinking and low analysis about the reading content; most of the students develop reading comprehension identifying main ideas; the principal reading strategies used by teachers in class occasionally involve social interaction, they mainly develop individual activities. Based on the diagnosis made, a Socio-Culturally Based didactic strategy was designed, with three stages: Preparatory Socio-Interactional Reading, which consists of getting the students be prepared before the reading process start, by means of socio-interactive activities; Socio-Interactional Reading, which deals with creating an interactive