Difficulties in Reading Comprehension in the Early Years of General Basic Education (2nd, 3rd, and 4th Grades) in the Area of Language and Literature

Abstract

The ability to comprehend what one reads is a cognitive process that must be developed during the first three grades of General Basic Education, as it directly impacts independent learning and subsequent academic achievement. However, various studies indicate that a significant proportion of students in the 2nd, 3rd, and 4th grades of elementary school continue to struggle with understanding different written texts and with reading comprehension. This article identifies the main barriers to reading comprehension in the early grades of Basic General Education in the subject of Language and Literature, based on an up-to-date the n review and an empirical study using a mixed-methods approach. Methodologically, the study involved an in-depth review of recent scientific literature and a descriptive-correlational study of elementary school students. The results reveal difficulties associated with the literal and inferential levels of reading comprehension, linked to linguistic, cognitive, and methodological deficits. The article concludes by stating that the use of active, collaborative, and multisensory teaching strategies is the ideal approach for improving reading comprehension at this educational stage. This work is part of the research project “Development of Research Competencies in Teachers at Educational Institutions” (DECOMINDO) conducted by the Educational Innovation Group (GIE-IDI) at the Salesian Polytechnic University.