Reading comprehension in the Colombian education: A vision of learning in basic education

Abstract

Reading comprehension is currently in the constructivism based learning processes in basic education in Colombia, a concern of educational bodies at local, regional and national level. The purpose of this article, in accordance with the same title is versioning so concise but precise aspects of reading comprehension of conceptual interest, which in turn shall base the theoretical space of his doctoral thesis, based on the management of bibliographic and electronic sources constitutive theory and other descriptive of concepts and definitions on aspects of reading comprehension in the designated above level. Considered works include authors such as Vygotsky, (1978), Mina (2005), Tarricone, (2011) and rooms, (2013), among others. The methodology involved in the development of the discursive content of this bibliographic documents mentioned above, with a high level of systematization in the structure of its internal issues. The results highlighted in conclusive way reading comprehension levels, the principles of reading comprehension and strategies of reading comprehension as major aspects of reading comprehension. The conclusions provided by this article, apart from the conclusive character of the results, highlight the detailed study of contextual issues in basic education Colombian, for reporting updated to teachers about the critical analytical level of texts, the principle of contextualization of the reading comprehension in Colombian basic education institutions and meta cognitive strategies such as the increasing importance of the conceptual complex managed in this document.