Implementation of Strategies to Promote Reading Comprehension in Third- And Fourth-Grade Students at Benito Juárez Elementary School: An Action Research Study

This article presents an educational intervention aimed at improving reading comprehension among third- and fourth-grade students at the “Benito Juárez” elementary school in Almoloya, Cuautepec, Hidalgo, through strategies aligned with the principles of the New Mexican School. The study involved 45 students aged between 8 and 10 years, divided into two groups: 20 third-grade students and 25 fourth-grade students.

The methodology was divided into four phases: diagnosis, planning, implementation, and evaluation. The Early Warning System (SISAT) was used as an instrument to measure progress in reading comprehension before and after the intervention.

Despite existing challenges such as social inequality, difficult economic conditions, and the lack of family support and psychopedagogical diagnoses, the results were positive. The implementation of the teaching strategies achieved significant improvements in the students’ reading performance, also increasing their motivation and participation.

This study reaffirms that the implementation of appropriate teaching approaches is essential to strengthen reading comprehension, contributing to better academic development among students.