Guided reading strategy and reading comprehension

Abstract

This study analyzed students' perspectives on the guided reading strategy in reading comprehension. A total of 66 students (35 women and 31 men) from the first and second years of BGU at Unidad Educativa del Milenio Cacique Tumbalá participated in a descriptive, nonexperimental study conducted in the rural area of Zumbahua, Pujilí, Cotopaxi, Ecuador. The data was collected through a survey of 21 items on the Likert scale, whose reliability reached Cronbach's alpha coefficient of 0.950. In addition, the instrument was validated by five experts, with results of the Aiken V coefficient between 0.98 and 1, confirming its validity. The research was based on three questions oriented to specific objectives. The results revealed that the most used strategy before reading was to establish a purpose, as it helps toconcentrate on key aspects of the text. During reading, comprehension monitoring and guided questions allow the identification of difficulties and self-regulate their reading process. In the final phase, summarizing and formulating critical questions were the most representative, as they facilitate the synthesis and analysis of the content. Among the main components that strengthen guided reading are teacher support and small group instruction, which encourage collaboration and meaning making. Regarding the levels of comprehension, the critical level was the most developed, evidencing reflective and analytical thinking. In conclusion, the balanced application of guided reading strategies in their different phases promotes active, critical, and meaningful reading comprehension in students.