Reading comprehension in seventh-grade students through Afro-Colombian literature


  • Lohorquis Esther Cuello Cuello Institución Educativa Bello Horizonte, Valledupar-Cesar, Colombia.
  • Leonardo Enrique Martínez Arredondo Universidad del Cesar
  • Gustavo Adolfo González Roys Universidad Mariana


Palabras clave:

reading comprehension, symbolism, Afro-Colombian literature, cultural identity


Reading comprehension means understanding what is read; involves the ability to extract explicit and implicit information from the text. It is an ability to order ideas and build relationships within what is written. The study was based on this epistemic conception, whose objective was to promote reading comprehension mediated by Mary Grueso’s Afro-Colombian literature, as a didactic strategy with seventh-grade students. Methodologically, the study was framed in the postpositivist paradigm, under the pedagogical action research method. A written test and an observation log were used as instruments. The results indicated that, with the strategy, the students understood the texts read, and made inferences, and arguments on a topic, having consistency in the discourse. In the same way, they managed to increase their communication skills and their reading fluency, in addition to expanding their vocabulary through the use of the dictionary, when finding unknown terms.

Biografía del autor/a

Lohorquis Esther Cuello Cuello, Institución Educativa Bello Horizonte, Valledupar-Cesar, Colombia.

Master in Pedagogy. Professor at Bello Horizonte Educational Institution, Valledupar-Cesar, Colombia.

Leonardo Enrique Martínez Arredondo, Universidad del Cesar

Doctor in Sciences of Education. Professor. 

Gustavo Adolfo González Roys, Universidad Mariana

Doctoral student in Education IUAC, Mexico. Research Coordinator of the Master’s program in Pedagogy, Universidad Mariana, Valledupar, Colombia. 

Referencias bibliográficas

Acosta, A. (Coord.). (2006). How to analyze discourse types: theoretical study and practical application: selection of texts for commentary. Editorial Fundación ECOEM.

Actos en la escuela. (n.d.). Reading comprehension and its characteristics.

Adam, J. & Lorda, C. (1999). Linguistics of narrative texts. Ariel.

Afrofemeninas. (2019, April 19). Some AfroColombian women writers you should know and read.

Avilés, H. (2020). Teaching sequence based on Hot Potatoes, McDonals’S and JCLIC to strengthen critical reading in the subject of economics and politics in 11th grade [Master’s Thesis, Universidad de Santander]. Udes Digital Repository.

Badilla, L. (2006). Fundamentals of the qualitative paradigm in educational research. Pensar en movimiento, Revista de Ciencias del Ejercicio y la Salud, 4(1), 42-51.

Baquero, M. (2018). Didactic design to enhance reading comprehension through dramatic play in grade 4-1 of Institución Educativa Rafael Valle Meza, headquarater Mixta 3, Valledupar Cesar [Master’s Thesis, Universidad Santo Tomás]. CRAIUSTA.

Cassany, D., Luna, M., & Sanz, G. (2001). Teaching of language. Graó.

Cassany, D. (2004). Exploring current needs for understanding. Approaches to critical understanding. Lectura y Vida, 25(2), 6-23.

Del Valle, M. (2012). Variables affecting the acquisition of reading habits by students. Dirección General de Evaluación e Investigación Educativa –DIGEDUCA–.

De la Cruz, L. (2012, February 1). 50% of students have poor reading comprehension. El Heraldo.

Dios-Arrieta, J. & Llamas-Rodríguez, O. (2020). Learning social sciences through the problematizing question. Revista Unimar, 38(2), 173-198.

Dugarte, A. (2006). Rethinking in new-age educational research. Revista Ciencias de la Educación, 1(27), 99-108.

Gamboa, M. (2017). Development of reading comprehension using Solé strategies in children of the second grade ‘A’ of the educational institution No. 1249 Vitarte UGEl No. 6. [Specialization work, Universidad Peruana Cayetano Heredia]. Institutional Repository.

García, S. (2014). Teacher mediator role in text comprehension. Enunciación, 19(2), 252- 257.

Gutiérrez-Braojos, C. & Salmerón, H. (2012). Reading comprehension strategies: teaching and assessment in primary education. Profesorado. Revista de Currículum y Formación de Profesorado, 16(1), 183- 202.

Hernández, R., Fernández, C., & Baptista, P. (2014). Research Methodology (6th ed.). McGraw Hill Educación.

Mera, A. (2012, February 5). Students in Colombia read, but don’t understand. El País.

Martínez, L. (2007). Observation and field diary in the definition of a research topic. Revista Perfiles Libertadores, (4), 74-80.

Martínez, M. (2006). Science and art in qualitative methodology. Trillas.

Ministerio de Educación Nacional (MEN). (2008). Diagnostic evaluation guidelines and instruments. Ministerio de Educación Nacional.

Ministerio de Educación Nacional (MEN). (2014). Evaluation of competencies for the promotion or relocation of salary levels in the teaching professionalization scale for teachers and managers governed by Decree Law 1278 of 2002.

Moreno, D. & Herrera, Y. (2017). The teaching and learning of reading and writing mediated by stories of Afro-Colombian literature in the 3rd grade of primary school at the Luis Carlos Valencia School, Camilo Torres rural area of the municipality of Jamundí (Valle del Cauca) [Undergraduate Thesis, Universidad de San Buenaventura]. Institutional Repository.

Mosquera, J. (2006). Ethno-education and AfroColombian studies in the school system. Educación virtual.

Ojeda, M. (2016). The story as a didactic strategy for the reading comprehension of the students of Escuela Agustín Constante del Pelileo [Undergraduate Thesis, Universidad Técnica de Ambato]. Universidad Técnica de Ambato Repository.

Pinzas, J. (2012). Meta-cognitive strategies to improve reading comprehension. Editorial Barcelona.

Rentería, N. M. (2018). The teaching of reading comprehension through Afro-Chocoan stories in fifth-grade elementary school students. Revista Educación y Ciudad, (35), 93- 102.

Restrepo, B. (2006). Pedagogical action research, a variant of Educational Action Research that is being validated in Colombia. Revista de la Universidad de La Salle, (42), 92-101.

Rojas, A. (2008). The test in the first year of general basic education. Ministerio de Educación Pública.

Rojas, A. (2015, November 16). Quantitative and qualitative paradigms and research methodology [Blog].

Santiesteban, E. & Velázquez, K. (2012). Reading comprehension from a didacticcognitive perspective. Didasc@lia: Didáctica y Educación, 3(1), 103-110.

Vaello, J. (2009). The emotionally competent teacher. A bridge over turbulent classrooms. Grau.

Valencia, C. & Osorio, D. (2011). Strategies to promote the pleasure and habit of reading in the first cycle [Undergraduate Thesis, Universidad Libre]. Unilibre.

Vargas, L. (2003). Poetics of the Afro-Colombian hairstyle [Undergraduate Thesis, Universidad Nacional de Colombia]. Digital Archive.

Vargas, Z. (2009). Applied research: a way to learn about realities with scientific evidence. Revista Educación, 33(1), 155-165.

Velandia, R. (2010). About the discourse and narrative on the construction of Afro identity in Colombia. A communicational analysis [Undergraduate Thesis, Pontificia Universidad Javeriana]. PUJ Repository.

Villa, J. (2018). Text and pretexts to improve reading comprehension. Application of cognitive-discursive strategies to strengthen reading comprehension with seventh-grade students in the educational institution Fe y Alegría La Cima, in Medellín [Master’s Thesis, Universidad de Medellín]. Institutional Repository.

Cómo citar

Cuello Cuello, L. E., Martínez Arredondo, L. E., & González Roys, G. A. (2023). Reading comprehension in seventh-grade students through Afro-Colombian literature. Revista UNIMAR, 41(1), 82–103.


Los datos de descargas todavía no están disponibles.





Artículos resultado de investigación
QR Code

Algunos artículos similares: