LEARNING ENVIRONMENTS AND READING COMPREHENSION IN HIGHER BASIC EDUCATION

Abstract

The research relates learning environments to reading comprehension in Higher Basic Education, with the objective of answering the question if learning environments contribute to students' reading comprehension. The nature of the study is determined under a qualitative approach, pre-experimental design and a descriptive, applied scope. The study population was the eighth, ninth and tenth grade students of basic education from the main public institutions in the urban area of the city of Riobamba, with intentional non-probabilistic sampling a sample of 158 students was defined. Participant observation was used as a data collection technique and the observation sheet was used as instruments. It begins with the identification of students' reading comprehension levels through the establishment and application of strategies that allow them to measure their skills. Among the most relevant results, the fact stands out that by enriching learning environments through the application of strategies aligned to the TINI project, adolescents manage to overcome many problems related to reading comprehension, allowing them to develop higher level skills. The research contribution lies in concluding that by enriching learning environments through student participation, the development of higher-order reading skills is achieved.