67
Reading process through didactic
sequences based on Isabel Solé’s strategies
Ena Luz Carrillo Difilippo1
Martha Eufemia Navarro2
Bibiana Lorena Molina Morón3
To reference this article / Cómo citar este artículo / Para
citar este artigo: Carillo-Difilippo, E. L., Navarro, M. E., & Molina-
Morón, B. L. (2024). Reading process through didactic sequences
based on Isabel Solé’s strategies. Revista UNIMAR, 42(2), 67-80.
https://doi.org/10.31948/ru.v42i2.3746
Received: November 28, 2023
Revised: February 13, 2024
Accepted: March 21, 2024
Abstract
Aim: To strengthen the reading process through didactic sequences focused
on Isabel Solé’s strategies in ninth-grade students. Methodology: Sociocritical
paradigm and qualitative approach framed in action research, developed in four
phases: diagnosis, action planning, action execution and reection. The work unit
consisted of 20 students. Data were collected using the observational technique,
with observation and eld diary as instruments. Results: By implementing
didactic sequences based on Isabel Solé’s strategies, reading comprehension
skills were strengthened through formative texts. Conclusions: Based on the
strategies, the students were able to understand the author’s communicative
intention, argue, understand the reading, enjoy the content of the text and
strengthen their reading comprehension skills, which allowed them to improve
their academic performance.
Keywords: reading; didactics; teaching strategies; comprehension; skill
1 Master’s degree in Pedagogy. Teacher at the Institución Educativa Luis Carlos Galán Sarmiento, Valledupar, Cesar, Colombia.
2 Master’s degree in Pedagogy. Teacher at the Institución Educativa Francisco de Paula Santander.
3 Master in Pedagogy. Graduate in Lengua Castellana e Inglés, Universidad Popular del Cesar. Diploma in Docencia Universitaria,
Politécnico Superior de Colombia. Teacher at the Universidad del Magdalena. E-mail: bibianalmolinam@gmail.com
Article result of the research entitled: Fortalecimiento del proceso lector por medio de secuencias didácticas basadas en las estrategias
de Isabel Solé en estudiantes de noveno grado de la Institución Educativa Luis Carlos Galán Sarmiento del municipio de La Jagua de
Ibirico, developed from April 14, 2022 to September 29, 2023, in the department of Cesar, Colombia.
Revista Unimar Julio-Diciembre 2024
e-ISSN: 2216-0116 ISSN: 0120-4327 DOI: https://doi.org/10.31948/rev.unimar
Rev. Unimar Vol. 42 No. 2 pp. 67-80
68
Proceso lector a través de secuencias didácticas
basadas en las estrategias de Isabel Solé
Resumen
Objetivo: fortalecer el proceso lector mediante secuencias didácticas
centradas en las estrategias de Isabel Solé en estudiantes de noveno grado.
Metodología: el estudio se desarrolló desde un paradigma sociocrítico y
un enfoque cualitativo, enmarcado en la investigación acción. Se desarrolló
en cuatro fases: diagnóstico, planificación de las acciones, ejecución de
las acciones y reflexión. La unidad de trabajo estuvo conformada por 20
estudiantes. Para la recolección de datos, se utilizó la técnica de la observación,
y como instrumentos, la observación y el diario de campo. Resultados:
al implementar secuencias didácticas basadas en las estrategias de Isabel
Solé, se fortalecieron las habilidades de la comprensión lectora mediante
textos formativos. Conclusiones: A partir de las estrategias, los estudiantes
lograron comprender la intención comunicativa del autor, argumentar,
entender la lectura, disfrutar el contenido del texto y fortalecer las habilidades
de comprensión lectora, lo cual les permitió mejorar en su rendimiento
académico.
Palabras clave: lectura; didáctica; estrategias de enseñanza; comprensión;
habilidad
Processo de leitura por meio de sequências didáticas
baseadas nas estratégias de Isabel Solé
Resumo
Objetivo: fortalecer o processo de leitura por meio de sequências didáticas
focadas nas estratégias de Isabel Solé em alunos do nono ano. Metodologia:
paradigma sociocrítico e abordagem qualitativa enquadrada na pesquisa-ação,
desenvolvida em quatro fases: diagnóstico, planejamento da ação, execução da
ação e reexão. A unidade de trabalho era composta por 20 alunos. Os dados
foram coletados por meio da técnica observacional, tendo como instrumentos
a observação e o diário de campo. Resultados: com a implementação de
sequências didáticas baseadas nas estratégias de Isabel Solé, as habilidades
de compreensão leitora foram fortalecidas por meio de textos formativos.
Conclusões: com base nas estratégias, os alunos conseguiram entender a
intenção comunicativa do autor, argumentar, compreender a leitura, apreciar
o conteúdo do texto e fortalecer suas habilidades de compreensão leitora, o
que lhes permitiu melhorar seu desempenho acadêmico.
Palavras-chave: leitura; didática; estratégias de ensino; compreensão;
habilidade
Revista Unimar Julio-Diciembre 2024
e-ISSN: 2216-0116 ISSN: 0120-4327 DOI: https://doi.org/10.31948/rev.unimar
Rev. Unimar Vol. 42 No. 2 pp. 67-80
Reading process through didactic sequences based on Isabel Solé’s strategies
69
Ena Luz Carrillo Dilippo
Martha Eufemia Navarro
Bibiana Lorena Molina Morón
Revista Unimar Julio-Diciembre 2024
e-ISSN: 2216-0116 ISSN: 0120-4327 DOI: https://doi.org/10.31948/rev.unimar
Rev. Unimar Vol. 42 No. 2 pp. 67-80
Introduction
According to the United Nations Educational,
Scientific, and Cultural Organization (UNESCO,
2021), the concepts of global citizenship
education and education for sustainable
development as components of education are
«central to developing in students the skills,
attitudes and behaviors that will prepare them
to respond to the changing and pressing global
challenges facing all countries today» (para.
16). Based on this guideline, the report What
are students expected to learn in Latin America
and the Caribbean? Curricular Analysis of the
Regional Comparative and Explanatory Study
(ERCE, 2019) (UNESCO, 2020) was produced,
an initiative of the Latin American Laboratory
for the Evaluation of the Quality of Education
(LLECE, UNESCO, 2022).
This document states that in the area of
language, reading emphasizes the variety of
texts that students encounter in their daily lives.
It also emphasizes the importance of reading
comprehension, which has a high priority in
classroom practice because it is a difficulty for
students’ learning. This significantly affects
children in the region; therefore, it is necessary
to address the issue of reading processes in
research.
As a result of the above ideas, the following
question was posed: How can the reading
process be strengthened through didactic
sequences focused on Isabel Solé’s didactic
strategies in ninth-grade students? In order
to answer this question, the general objective
was to strengthen the reading process through
didactic sequences focused on Isabel Solé’s
strategies in ninth-grade students. This objective
was consolidated through the following specific
objectives:
• To identify the difficulties that ninth-grade
students have regarding the reading
process.
• To plan didactic sequences through Isabel
Solé’s strategies to strengthen the reading
process in ninth-grade students.
• To implement sequences through Isabel
Solé’s strategies to strengthen the reading
process in ninth-grade students.
• To evaluate the application of didactic
sequences through Isabel Solé’s strategies
to strengthen the reading process in ninth-
grade students.
Now, on the problematic about reading
comprehension in the reading process, reviews
dating from the second decade of this century
are observed. For Silva (2018):
The results of international language tests
have not shown satisfactory results for Latin
American countries. The results of the 2012
Pisa test show that the reading performance
of Latin American countries has remained
relatively constant in relation to the results
obtained in 2009 (it rose from 408 to 413).
Forty-six percent of Latin American students
would not be prepared to face the current
challenges in terms of reading performance.
Of the remaining percentage, 31% are at
level 2,1; 17% at level 3,5% at level 4, and
only 1% at levels 5 and 6. The OECD average
is 18% below level 2. (p. 49)
Specifically, in Colombia, according to the
Economics of Education Laboratory of the
Universidad Javeriana (n.d.), in the Program for
International Student Assessment (PISA) (2021),
the test results presented by students in terms
of reading comprehension are not different
from the rest of Latin American countries. It
pointed out that very few students are able
to perform complex reading comprehension
activities, such as locating and organizing
multiple pieces of information deeply embedded
in the text, making reflective analyses or critical
evaluations. These findings were echoed by
Castellano and Guataquira (2020), who stated
that students in the country generally show
«deficiencies in interpreting, identifying main
ideas, understanding what they read, relating it
to its context, reading fluently, and being able
to extract information that is not contained in
the text» (p. 111). In addition, they show little
motivation to read, and when they do, they fail
Reading process through didactic sequences based on Isabel Solé’s strategies
70
Ena Luz Carrillo Dilippo
Martha Eufemia Navarro
Bibiana Lorena Molina Morón
Revista Unimar Julio-Diciembre 2024
e-ISSN: 2216-0116 ISSN: 0120-4327 DOI: https://doi.org/10.31948/rev.unimar
Rev. Unimar Vol. 42 No. 2 pp. 67-80
to remember what they read; they also show
low self-esteem because they believe they are
incapable of reading fluently
What these researchers say points to the
difficult and complex problem of reading among
students. It is also possible that teachers are
using strategies that are not very motivating.
And, they commented, teachers still manage
Boring readings, routine environments,
blackboards full of meaningless information,
isolating students from their own interests and
ignoring the fact that people learn from their
experiences. The teacher must awaken the
curiosity of his students, so that each, according
to his interests, may enter that magical world
of knowledge hidden in books. (p. 14)
Regarding these points, the most important thing
is for the teacher to reflect and move forward
in the search for solutions to these difficulties.
Therefore, it is possible to develop a research
based on the contributions that Solé (1992) has
made on reading processes; she bets on the
application of strategies, since she has a wealth
of knowledge on high-level comprehension
processes. These strategies must be carefully
planned and then evaluated by the teacher.
Solé (1992) outlines a global strategy for the
reading process, whose organization is divided
into actions that are carried out and applied in
three stages: before, during and after reading.
The first ones are those that allow for the
acquisition of reading objectives and the updating
of relevant prior knowledge. The second refers
to strategies that allow reading and making
appropriate decisions in the face of errors or
comprehension failures. The third are strategies
that aim at recapitulating and summarizing
the content in order to extend the knowledge
acquired by the student through reading.
However, in the department of Cesar, the quality
of education offered by the schools is still
lagging behind, and year after year it suffers a
hard blow in the results of the tests given by the
national government. In the exams conducted
by the Colombian Institute for the Evaluation
of Education (ICFES), the department did not
achieve representative positions, ranking 19th
out of 33 departments evaluated. For Asdrúbal
Rocha Lengua, former secretary of education of
Valledupar, according to the ranking published
by Milton Ochoa, compared to 2017, it regressed
in the overall weighted average, in which the
Ministry of Education measures areas such as
critical reading, mathematics, natural, social
and civic sciences and English (El Pilón, 2018).
The Saber Tests in Language evaluate two
competencies: textual, which refers to
the ability to understand and interpret the
meaning and structure of different texts,
and discursive, which implies the ability to
take a position in relation to reading, using
different thinking strategies and producing
new meanings. These competencies should
be demonstrated in the structure and
organization of a text, its meaning and
sense, and the contexts and purposes of
communication (components of the test),
according to the three levels of competence:
literal, inferential and critical (Ministerio de
Educación Nacional, MEN, 2006, para. 2).
Therefore, it is necessary that students develop
these competencies early in the institutions. In the
case of the educational institution, as expressed
by teachers in the minutes of the different
meetings where they expose the problems,
they observe in their practice, through various
activities, ninth-grade students have difficulties
in understanding and interpreting texts, showing
little interpretive ability; they also fail to establish
relationships between the contents or make
inferences and draw conclusions, where very low
skills are evidenced.
In this reality, it is possible to appreciate the
difficulties in the literal and inferential levels of
reading comprehension; therefore, the need
to strengthen the reading processes, since
the deterioration of the quality of education is
latent and worrying, in addition to the deficient
integral formation in the different areas of
human knowledge as a consequence of the poor
mastery of reading. It is necessary to approach
this aspect by means of a formal research, as
an initiative of improvement that starts from
the recognition of the problem to intervene,
Reading process through didactic sequences based on Isabel Solé’s strategies
71
Ena Luz Carrillo Dilippo
Martha Eufemia Navarro
Bibiana Lorena Molina Morón
Revista Unimar Julio-Diciembre 2024
e-ISSN: 2216-0116 ISSN: 0120-4327 DOI: https://doi.org/10.31948/rev.unimar
Rev. Unimar Vol. 42 No. 2 pp. 67-80
based on a theoretical support, considering
the interests of the students at the moment of
designing and implementing didactic sequences
based on Isabel Solé’s strategies. In this way,
it will contribute to the development of the
reading process, thus providing a solution to the
problem posed.
From the significant way of perceiving the value of
reading, the research Strengthening the reading
process through didactic sequences based on
the interactive model of Isabel Solé becomes
more relevant and justified. In addition, it is
relevant because it is in line with the National
Reading and Writing Plan ‘Reading is my story’,
established by the ministries of Education and
Culture in order to integrate reading and writing
into the daily lives of girls, boys, adolescents,
and young people in particular, since it is
«considered of paramount importance that
each and every citizen has access to the cultural
good that offers par excellence one of the most
enriching human experiences: reading» (MEN,
2017, para. 1).
Therefore, it is important to carry out this
research project, which is not only academic, but
also contributes, through didactic sequences, to
the development of the reading process of ninth
grade students. This project can be carried out
thanks to the existing working relationship of
one of the participants with this institution and
specific grade, which allows the strengthening
of reading skills. This ability is fundamental for
the creation of critical thinking and learning
in different areas, apart from the previous
mechanical learning.
Thus, the emphasis is on the contextual, from
the literal to the inferential to the critical and
evaluative. Under the premise of establishing
intertextual relationships and dialogues
between the reader and the author of the
text, the aim is to promote judgments and
evaluations of reading.
The development of the project in the
educational institution constituted a valuable
contribution to the academic activity, since it
allowed the student to advance and feel a taste
and love for reading, from a comprehensive
position, consolidating actions to improve
the communicative competence and to
undertake paths towards knowledge, besides
understanding what was read with a higher
degree of reflection against what was presented
in class. Thus, this research is aligned with the
Saber tests, where students must demonstrate
levels of reading comprehension in the
communicative competencies, for which the
reading processes are determinant.
The importance of this project should be
emphasized because the positive results
obtained will serve as a basis for the generalized
implementation of such didactic sequences
in educational institutions, achieving great
advances in the cognitive and academic
development of students. The relevance of
this research project goes beyond the simple
expectations that students have regarding
reading; it focuses on improving the quality of
education, optimizing learning conditions and
facilitating access to knowledge.
This project aims to develop in ninth-grade
students’ skills and abilities related to reading,
considering their age, the school system and
the environment in which they develop. This
will make it possible to create the necessary
conditions for sensitizing them to communicative
activities, combined with other basic skills such
as listening and speaking, which will allow them
to act with logical and verbal awareness.
From these perspectives, the research will have
an impact on the ninth-grade students as well
as on the rest of the students of the entire
institution; in addition, it will give validity to
the institutional principle of the aforementioned
school organization, since it contributes, to a
great extent, to the achievement of its vision.
Likewise, it is theoretically justified, since the
researchers conducted a review of the relevant
theories to contribute to knowledge, considering
the approaches that serve to validate their
assertions, which will be useful to contrast them
with the results, as well as to use them in the
future as references for other research on the
same subject.
Reading process through didactic sequences based on Isabel Solé’s strategies
72
Ena Luz Carrillo Dilippo
Martha Eufemia Navarro
Bibiana Lorena Molina Morón
Revista Unimar Julio-Diciembre 2024
e-ISSN: 2216-0116 ISSN: 0120-4327 DOI: https://doi.org/10.31948/rev.unimar
Rev. Unimar Vol. 42 No. 2 pp. 67-80
From the methodological point of view, the work
was based on the pedagogical action research,
because it generated the knowledge for the
transformation of the pedagogical practice and
the acquisition of the necessary competences
of the reading process, mediated by the didactic
sequences based on the strategies of Isabel
Solé, in order to obtain a more significant
learning, using the necessary instruments to
comply with the objectives and phases of the
research and to account for the effectiveness
of the methodological design. In the practical
field, the research is justified because it is
based on the existence of a real problem: the
need to improve the reading processes, which
are the basis of reading comprehension and a
means of academic and personal improvement
of the students.
In order to know the behavior of the categories of
the study, a review of previous studies in different
areas was carried out. At the international level,
the study by Avendaño (2020) stands out, whose
objective was to improve reading comprehension
levels (literal and inferential), demonstrating the
significant importance of Isabel Solé’s strategies
in the reading processes, before, during and after
their application. The results showed difficulties
in reading comprehension: at the inferential level,
94.3% of the students were at the “beginning”
level and 5.7% were at the “process” level.
None of the students showed excellent levels.
On the other hand, at the literal level, 25.7%
were at the excellent level and 42.9% were at
the expected level. It was concluded that Solé’s
reading comprehension strategies improved the
students’ reading levels. In this research, as in
the present study, reading comprehension was
addressed and Isabel Solé’s strategies were used
as an interactive basis for teaching and learning
reading comprehension for solving the problem.
In the Colombian research geography, López
and Navarro (2021) developed a research whose
objective was to implement a methodological
proposal to promote reading and writing
comprehension; they used a qualitative
methodology, applying the field diary, the semi-
structured interview and the evaluation grid as
data collection tools. As a result, they point out
that in order to improve reading comprehension,
students need to have continuous reading
processes, with short and concrete activities
through appropriate comprehension techniques,
where they can relate texts, discover the
importance of reading and motivation to promote
a reflection that goes beyond disciplinary
knowledge. The contribution of this study lies
in the importance of confirming the role of the
teacher as a mediator of the students’ difficulties
in the acquisition of reading and writing skills.
To this end, traditional pedagogical practices
should be discarded and teaching should be
transformed into dynamic processes that follow
the demands of the times.
In the regional scenario, the research of
Galindo (2019) was found. Methodologically,
it was located in the qualitative approach and
the method of action research, and used as
an instrument, an open interview. The results
showed that the two most affected skills in
reading are micro-skills and contextualization;
however, these weaknesses can be overcome
through collaborative activities that provide
students with confidence in expressing what
they understand when reading a text. The
author concludes that teachers should play
a fundamental role in this reading process of
students, in addition to meeting their academic,
personal, psychological, and social needs. This
study was similar in terms of difficulties in
reading comprehension, whose solution was
the implementation of different strategies. It
also provided a methodological guide based on
action research, which helped the researchers
to apply the method to the study.
After completing the research of the previous
studies, we proceeded to know the opinion of the
experts on the following topics: reading process,
didactic sequence, and reading strategies of
Isabel Solé. Regarding the reading process,
we studied the postulates of Rodríguez et al.
(2018), Pérez and Villacob (20-22), Cassany
(2006), and Solé (1992), all of whom agreed that
the reading process is constructive, cognitive,
and interactive, which is why it is necessary
to consider the different mental operations
performed by the individual. This orientation of
the reading process is based on three elements.
Reading process through didactic sequences based on Isabel Solé’s strategies
73
Ena Luz Carrillo Dilippo
Martha Eufemia Navarro
Bibiana Lorena Molina Morón
Revista Unimar Julio-Diciembre 2024
e-ISSN: 2216-0116 ISSN: 0120-4327 DOI: https://doi.org/10.31948/rev.unimar
Rev. Unimar Vol. 42 No. 2 pp. 67-80
Regarding the didactic sequence, Cáceres et al.
(2016) and Solano (2018) were studied; they
express that the didactic unit is established as
an articulated and complete work sequence,
in which the objectives and contents, teaching
and learning activities, evaluation, material
resources, and the organization of space and
time must be specified. All these decisions are
aimed at offering more adequate attention.
It is important to recognize that a didactic
sequence is a guiding learning process with
which the routine methodology of school work
is projected. This category was used in the
development of the proposal, having as an
integrating axis of the process, Solé’s strategies,
which provided consistency and significance to
the study.
Referring to Isabel Solé’s (1992) reading
strategies, this author emphasized that
they are high-order procedures that involve
cognitive and metacognitive aspects in
teaching. Teaching reading comprehension
strategies implies having clarity and coherence
in the content of texts, assuming the reader’s
previous knowledge, and developing strategies
to intensify comprehension and memory of
what is read. These strategies proposed by Solé
made it possible to teach students to construct
an interpretation of the text and to make the
reader aware of what he/she understands and
does not understand, to proceed to solve the
problems he/she encounters.
Methodology
We worked under the sociocritical paradigm
since. According to Arnal (as cited in Alvarado
and García, 2008), this paradigm promotes
social transformations and provides answers to
specific problems present within communities,
with the participation of their members.
The research was qualitative. According to
Barrantes (2018), this type of research attends
to reflection and analysis in a comprehensive
manner, to observe the actions as objectively
as possible, considering the elements that arise
in the investigative moments in the daily life of
the pedagogical fact. Considering the objectives
and intentionality of the authors, the work
was framed in action research (AR), because
«it constitutes a way of systematic reflections
on practice, to optimize the teaching-learning
processes» (Bausela, 2004, p. 1).
For the execution of the action research, three
phases were followed: diagnosis, planning, and
execution of the plans, and the permanent
reflection of those involved in the research,
to resize, reorient, or rethink new actions in
response to the reflections made (Colmenares,
2012). These phases made it possible to know,
analyze, and better understand the reality
of the problem, the resources, capacities,
potentialities, and limitations, to reflect, plan,
and execute actions aimed at improving and
significantly transforming the aspects that
required changes, favoring awareness, the
assumption of concrete and timely actions,
empowerment, collective mobilization, and the
consequent transforming action.
The sample consisted of 20 students, as the main
researcher’s responsibility, which facilitated the
search for favorable spaces for the application
of the planned activities. The technique used
was observation, because it pointed out aspects
that needed improvement, evaluating the
correspondence of the material used with the
subject of study and, promoting a dialogue
among the participants about the adequacy of
the pedagogical mediation developed, checking
if the planning was by the academic level of the
students. The field diary was the instrument
used; according to Martínez (2013), «they are
the written records of what was observed to
produce quality descriptions» (p. 74). This
instrument made it possible to organize, analyze,
and interpret the information collected from the
beginning of the research phases.
Results
In the first phase of the research, to develop
the first objective: to identify the difficulties
that ninth-grade students have, it was essential
to search for truthful information to know the
deficiencies that students have in reading;
therefore, a diagnostic observation guide with
eight indicators was constructed and applied to
the 20 students who made up the work unit.
Reading process through didactic sequences based on Isabel Solé’s strategies
74
Ena Luz Carrillo Dilippo
Martha Eufemia Navarro
Bibiana Lorena Molina Morón
Revista Unimar Julio-Diciembre 2024
e-ISSN: 2216-0116 ISSN: 0120-4327 DOI: https://doi.org/10.31948/rev.unimar
Rev. Unimar Vol. 42 No. 2 pp. 67-80
The results of the diagnostic or first phase indicated the difficulties that ninth-grade students have
concerning reading, since they had difficulty identifying text details, extracting meanings, and
making semantic relations in the sentences of the text; they also did not demonstrate mastery of
skills that would allow them to identify the theme of the text, resolve anaphoric and referential
expressions, argue their answers when questioned about a text, and they did not identify the
important ideas or the different types of textual structures.
Similarly, difficulty was observed in the reading process, since students were not able to make
inferences from the model of the text situation when questions were interspersed throughout
the content, whose answers were implicit; neither did they integrate textual information nor
did they show prior knowledge of information obtained from various sources. In addition, they
failed to re-elaborate content on the same topic and lacked the competencies to understand the
author’s communicative intention, for example, when directly asking the reader what the author
intends to communicate and arguing his or her answer.
As for the second phase, action planning, in particular the didactic sequences using Isabel Solé’s
strategies for strengthening the reading process in ninth-grade students, a documentary process
was used as a basis for selecting the didactic sequences adjusted to the needs and interests of
the students. Therefore, in the planning of the didactic sequences, the students’ difficulties in
the reading process were considered.
In the third phase, execution of the actions and reflection, the didactic sequences were implemented
using Isabel Solé’s strategies for strengthening the reading process. The researchers informed the
students that the work to be done was the result of the weaknesses found. Then, they explained
the strategies and how the activities would be developed, following the reading sequences
proposed by Solé. They also communicated the mechanism for obtaining informed consent and
the participation of their parents, representatives, and guardians. Each of the actions proposed
was recorded in the field diary.
Based on the planning, five activities were developed, namely: 1. Reading to the rhythm of songs,
with the purpose of awakening curiosity to understand the message of the songs. 2. Reading we
learn values, to master the information and content, based on the topics covered in the text. 3.
Let our imagination fly, whose objective was to improve verbal fluency employing recreational
texts. 4. Reading we know our environment, to promote students’ knowledge of the social context
in which they live through the reading of regional texts. 5. Strengthening our values, aimed at
strengthening reading comprehension skills through the use of formative texts.
The results of this implementation were systematized in the triangulation shown in Table 1, which
was based on the observations recorded in the field diary:
Reading process through didactic sequences based on Isabel Solé’s strategies
75
Ena Luz Carrillo Dilippo
Martha Eufemia Navarro
Bibiana Lorena Molina Morón
Revista Unimar Julio-Diciembre 2024
e-ISSN: 2216-0116 ISSN: 0120-4327 DOI: https://doi.org/10.31948/rev.unimar
Rev. Unimar Vol. 42 No. 2 pp. 67-80
Table 1
Triangulation of the results of the implementation of didactic sequences
Action-achievements Theoretical Reections of the
researchers
First, the reading strategies
proposed by Solé were explained,
which consist of keeping in mind
the three times: before, during,
and after reading. To this end, the
questions that would be asked at
each of the times were explained,
so that they could understand the
process and, in this way, apply it to
the selected readings.
With the application of the reading
times proposed by Solé, questions
were assigned to analyze the text.
Once the analysis process was
concluded, the students socialized
their productions.
These results responded to Solé
(1992), who states that these
are high-order procedures
involving the cognitive and the
metacognitive. In teaching,
they cannot be treated as
precise techniques, infallible
recipes, or specic skills, since
the essential characteristic of
strategic thinking is an ability
to represent and analyze
problems and the exibility to
nd solutions.
How is the reading
process strengthened
using didactic sequences
based on Isabel Solé’s
strategies in ninth-grade
students?
This question led
the researchers to a
process of reection in
the search for eective
actions to transform the
reality found; therefore,
didactic sequences were
chosen to strengthen the
reading process.
In the third phase, execution of the actions and reection, it became evident that, by implementing
didactic sequences, the students progressively overcame the deciencies presented in the reading.
Table 1 shows the achievements attained, as evidenced by the evaluation of the achievements of
the didactic sequence.
Table 2
Evaluation of the achievements of the didactic sequence
Didactic sequences
Objectives Achievements
Awaken curiosity to
understand the message in
the songs
The students extracted meanings and made semantic relations in
the sentences expressed in the text; that is, they advanced in the
argumentation about what they read, aroused their curiosity to
understand the message in the songs, and participated actively.
Master the information
and content, based on the
topics covered in a text
Strengthened argumentation in literary production, as well as
values; identied the theme expressed in the text, resolved
anaphoric and referential expressions, and uently expressed
their arguments when answering the questions formulated.
Reading process through didactic sequences based on Isabel Solé’s strategies
76
Ena Luz Carrillo Dilippo
Martha Eufemia Navarro
Bibiana Lorena Molina Morón
Revista Unimar Julio-Diciembre 2024
e-ISSN: 2216-0116 ISSN: 0120-4327 DOI: https://doi.org/10.31948/rev.unimar
Rev. Unimar Vol. 42 No. 2 pp. 67-80
Improve verbal uency
through recreational texts
Students identied with the topic and pointed out the important
ideas of the text, as well as the dierent types of textual structures;
they made progress in arguing about the text and, therefore,
improved verbal uency.
Promote students’
knowledge of the social
context in which they live,
through the reading of
regional texts
Their main achievement was to have complied responsibly and
assertively with the activity; also, to follow the instructions; in
addition, the motivation and pleasure they felt led them to ask
questions about the topic to clarify doubts. On the other hand,
they showed interest in learning about the social context in which
they live. With the reading of regional texts, they made inferences
based on the model of the situation of the text.
Strengthen reading
comprehension skills
through the use of
formative texts.
They integrated textual information and previous knowledge from
information obtained from various sources; they re-elaborated
content from what they read; they demonstrated understanding
of the author’s communicative intention; they argued uently
about the content of the text; they demonstrated reading
comprehension; they enjoyed the act of reading; they learned
the times before, during, and after reading as a route marked by
Solé to improve the reading process. With the use of formative
texts, students strengthened their reading comprehension skills.
Discussion
Hernández et al. (2014) refer that the diagnostic
phase allows the researcher to recognize the
strengths and weaknesses, contributions and
limitations regarding the solution proposed to
improve the reality found. The discussion of
results shows the positions and theories that
agree and are in opposition to the findings;
it also allows the conclusions and pertinent
recommendations on the findings to be made.
Based on these points, with an eye on the
systematized results and to answer the
research question: How is the reading process
strengthened through didactic sequences based
on Isabel Solé’s strategies in students? an
observation was made of the 20 subjects of the
aforementioned grade.
In the diagnostic phase, the difficulties of
ninth-grade students concerning reading were
identified; an observation guide was applied,
which showed that they present deficiencies in
understanding meanings, relating sentences
semantically, identifying the central theme of
the text, resolving anaphoric and referential
expressions, arguing their answers, identifying
important ideas and the different types of textual
structures, making inferences from the model of
the text situation, integrating textual information
and previous knowledge, re-elaborating contents
on the same topic and, understanding the
author’s communicative intention.
As these results caused great concern to the
researchers, they planned didactic sequences
based on Isabel Solé’s strategies to strengthen
the reading process in students. Subsequently,
they continued with the review of previous
studies and theories related to the topic, to
have a theoretical foundation and build such
sequences. In this regard, the importance
of developing reading skills is pointed out, as
expressed by Remolina (2013), who considers
that reading must be assumed as a whole that
involves the human being as an important agent,
but, in turn, all representation created by signs,
graphs, schemes, signs, among others, which
requires a process to generate meaning.
In this order, it is worth mentioning Solé (1992),
who conceptualizes the process of reading as
the interaction between the reader and the text,
Reading process through didactic sequences based on Isabel Solé’s strategies
77
Ena Luz Carrillo Dilippo
Martha Eufemia Navarro
Bibiana Lorena Molina Morón
Revista Unimar Julio-Diciembre 2024
e-ISSN: 2216-0116 ISSN: 0120-4327 DOI: https://doi.org/10.31948/rev.unimar
Rev. Unimar Vol. 42 No. 2 pp. 67-80
through which the former tries to satisfy the
objectives that guide his/her reading, as well
as the author’s position. Indeed, reading is one
of those situations that establish relationships
between the text, the explicit and implicit
information in it, and the reader’s knowledge. In
this sense, reading is a psycholinguistic guessing
game in which thought and language are in
permanent action so that the reader constructs
the meanings of what he/she reads (Goodman,
1990, as cited in Millán, 2010).
For Baquero (2018), every academic process
should be focused on improving educational
practice, which should arise from constant
reflection. Moreover, this should not only remain
in theory but should transcend in teachers and
the institution; therefore, it is necessary to link
in the classroom, didactic strategies according
to the needs of students, their context, and their
learning pace, leaving aside the linear practices
that exclude them from their learning process.
Given these approaches, Tobar and Álvarez
(2018) think that, in a didactic and creative
way, students can propose new forms of
reading comprehension. Similarly, Solano
(2018) showed that, with the implementation
of didactic sequences, students had the
opportunity to improve their reading and
comprehension process at the following levels:
literal, inferential, and critical-intertextual; at
the same time, he evidenced that the strategy
awakened interest in their learning, leaving
aside the fear of making mistakes.
Despite all the achievements proposed, the
implementation of Solé’s strategies faced certain
limitations, especially at the beginning of the
proposal, because a high degree of apathy in
the execution of the activities was observed in
the students, which caused them tiredness and
fatigue. However, this action was overcome with
the motivation to face the challenges of learning.
Another limitation was the students’ difficulty
in understanding the texts, due to their poor
reading comprehension, which improved as the
implementation of the strategies progressed.
Conclusions
Regarding the first objective, the results were
based on diagnostic observation and recorded
in a guide. After analyzing the data, it was found
that the subjects had deficiencies in extracting
meanings, making semantic relations,
accurately identifying the topic of the text,
resolving anaphoric and referential expressions,
arguing their answers, identifying main ideas
and types of textual structures, making
inferences, integrating textual information and
previous knowledge, reworking contents on the
same topic, and understanding the author’s
communicative intention.
For the second objective, the results showed that
the planning was adapted to the students’ needs
and interests. Regarding the third objective, the
results indicated that, in the development of
Solé’s strategies, students were able to relate
their prior knowledge to the reading, make
inferences, review and check comprehension
while reading and, also, make appropriate
decisions until they were able to understand the
author’s ideas.
About the fourth objective, the didactic
sequences were satisfactory, since the students
were able to integrate textual information and
previous knowledge, re-elaborated content
from what they read, understood the author’s
communicative intention, argued, understood
the reading, enjoyed the content of the text,
and strengthened reading comprehension
skills. Therefore, it can be affirmed that the
objective related to strengthening the reading
process through didactic sequences was fully
achieved. This action allows recommending
to teachers and future researchers, the
implementation of innovative, attractive, or
reconstructed strategies to achieve better
academic success in the population that will
be the future of the country.
Reading process through didactic sequences based on Isabel Solé’s strategies
78
Ena Luz Carrillo Dilippo
Martha Eufemia Navarro
Bibiana Lorena Molina Morón
Revista Unimar Julio-Diciembre 2024
e-ISSN: 2216-0116 ISSN: 0120-4327 DOI: https://doi.org/10.31948/rev.unimar
Rev. Unimar Vol. 42 No. 2 pp. 67-80
Conflict of interest
The authors declare that they have no conflict of
interest in the work presented.
Ethical Responsibilities
For the development of the research, informed
consent was obtained from the rector’s office
of the institution, obtaining approval for the
application of the instruments and the strategy.
Likewise, parental authorization was requested
for the use of the students’ photographs.
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Contribution
Ena Luz Carrillo Difilippo: researcher.
Statistical processing of data, writing of
materials and methods, and obtaining results.
Martha Eufemia Navarro: analysis and
interpretation of results, writing the introduction,
methods, discussion, and conclusions.
Bibiana Lorena Molina Morón: revision of the
abstract, introduction, methodology, results,
discussion, conclusions, and references.
All authors participated in the preparation of the
manuscript, read, and approved it.
