Los audiolibros como estrategia didáctica para fortalecer la comprensión lectora en los estudiantes de cuarto año de Educación Básica de la Unidad Educativa Andrés Fernandez Córdova

Abstract

Abstract: The present study aims to describe the use of audiobooks as a didactic strategy to strengthen reading comprehension in fourth-grade students of Basic General Education at Andrés Fernández Córdova Educational Unit, located in the Ecuadorian educational context. The research was conducted under a descriptive mixed-methods approach, with a sample consisting of fourth-grade students and teachers from the institution. Descriptive and analytical methods were applied, using techniques such as surveys, direct observation, and reading comprehension tests, supported by questionnaires and observation guides as data collection instruments. The results allowed the characterization of students reading comprehension levels, revealing greater difficulties in inferential and critical comprehension compared to the literal level. In addition, teachers expressed favorable perceptions regarding the pedagogical use of audiobooks and auditory resources as support for the reading process. In conclusion, the study shows that audiobooks represent a relevant didactic resource to diversify reading instruction practices. Based on the findings, a pedagogical proposal mediated by audiobooks is designed, aimed at strengthening reading comprehension and promoting more motivating, inclusive, and meaningful learning experiences in basic education.