Abstract

FLORES-POMA, Irina et al. Evaluation of the “Asking” workshop as a strategy to strengthen literal reading comprehension in secondary school students. e-Rev. Multidiscip. Saber [online]. 2025, vol.3, e-RMS02072025.  Epub Sep 23, 2025. ISSN 2960-2467.  https://doi.org/10.61286/e-rms.v3i.220.

Reading comprehension (RC) is fundamental in education, but persistent deficiencies in the literal level affect academic performance. This study aimed to design literal reading comprehension questions through the didactic workshop "Preguntando" (Asking) to strengthen skills such as explicit information identification and narrative sequence recognition in first-year high school students. A quantitative approach with a quasi- experimental pretest-posttest design in a single group was used, with a sample of 30 students. The intervention was developed in four sessions using the story "El comandante ratón" (The Commander Mouse), and data were collected with a 20-item questionnaire, analyzed with descriptive and inferential statistics (Student's t-test). The results showed a statistically significant improvement in total literal comprehension, with the mean scores increasing from 11.30 in the pretest to 17.10 in the posttest (t = 8.52; p < 0.001). Participants demonstrated a greater ability to identify context, character characteristics, strategic actions, emotions, and implicit values, as well as to understand text structure and locate specific details. In conclusion, the "Preguntando" workshop had a positive and statistically significant effect on students' literal reading comprehension, validating its effectiveness as a didactic strategy for strengthening reading skills at this level, laying the groundwork for more complex interpretations and contributing to more effective and contextualized pedagogical practices.

Keywords : reading comprehension; literal; questions; didactic workshop; pedagogical strategies.

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