Storytelling as a formative strategy for the promotion of reading among elementary school students
DOI:
https://doi.org/10.35381/e.k.v5i1.1687Keywords:
Reading instruction, reading programmes, educational technology. (UNESCO Thesaurus).Abstract
The objective is to determine the effectiveness of Storytelling applied in the school year 2021-2022 as a formative strategy for the promotion of reading in students of higher basic general education of the Manta Fiscal Educational Unit. Of Pearson's descriptive correlational type. The correlation 0.131 indicates that Storytelling has had a positive impact on students' reading; however, since there is no significance in the relationship, it is necessary to continue applying Storytelling, adjusting its didactic application until reaching an inferential level of reading by students, being this part of the critical and reflective thinker as lifelong learning. The students stated that, the topics taught by the teacher are achieved learning and are almost always understood; inasmuch as storytelling facilitates employing communication between teacher and students.
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