The grammatical didactic sequence (gds) as a methodology to strengthen the development of reading comprehension skills of the english language in students of the basic secondary cycle

Abstract

The present work shows the results of a research project carried out in the tenth grade of El Portal La Mono Rural School which is located in the municipality of Belén de Los Andaquíes. To meet the proposed objectives, information was collected through a diagnostic test, followed by the implementation of a pedagogical proposal mediated by the Grammatical Didactic Sequence (GDS) methodology, which was structured in seven sessions. Next, a final test was applied to evaluate the process carried out after the intervention of the didactic sequence. The direct observation technique was addressed in this project and is characterized by allowing the accumulation and systematization of data related to an event linked to the problem under study. On the other hand, the characteristics of the research are framed in the mixed approach, since it emphasizes both the conditions that determine learning difficulties and the way in which it influences the performance of students in reading comprehension in English. The application of the aforementioned strategies showed that involving the use of didactic sequences in the classroom not only draws the attention of students, but also motivates meaningful learning and strengthens reading comprehension in English.