3-2-1 Strategy and the reading skill

Abstract

Reading ability is one of the four linguistic skills, therefore, as a cognitive process, it implies decoding symbols to arrive at meaning, but due to its complexity it requires the support of effective strategies such as 3-2-1 which is recognized as a methodology that facilitates reading skills. The reason described above is why the present research was raised, with the objective of analyzing the effects of the use of 3-2-1 strategy and the development of reading skills. The group of selected were students that are in eighth year of Basic Education in the “José Ignacio Ordoñez Educational Unit” in Pelileo city. To achieve the objectives, it was used a quantitative-quantitative research with the quasi-experimental design. The intervention process involved the creation of two groups, one experimental (20 students) that used the 3-2-1 strategy for two months and a control group (20 students) that did not practice any specific technique. As an evaluation resource, the PET exam was used, which was applied to the 40 students before and after the intervention in order to compare the results of pretest and posttest. Development of the research, it was possible to determine that the 3-2-1 strategy truly helps the development of reading ability in students because, after the application of the strategy 3-2-1, there was a reduction of the number of students in bad level, going from 55% to 35%. As well as the regular level that went from 45% to 40%, and what is even more positive, is the fact of obtaining 25% of students in good level regarding the development of reading ability.