Incidencia de la enseñanza de metáforas como estrategia didáctica en la comprensión de la lectura inferencial en estudiantes de Educación Básica Superior

his job analyzes the impact of metaphor study on inferential reading comprehension in upper basic education students. The identified problem was the predominance of literal reading in the classroom, which limits the development of higher-order cognitive skills. The main objective was to determine the impact of the didactic use of metaphors on improving inferential reading comprehension. The research followed a quantitative approach with a quasi-experimental pretest–posttest design using a single group. The population consisted of 130 students, selected through intentional non-probabilistic sampling. The descriptive analysis of the pretest showed an average score of 5.31 (SD = 1.28), reflecting an initial medium–low level of understanding of figurative meanings. After the pedagogical intervention, the posttest reached an average of 7.84 (SD = 0.73), indicating a substantial improvement in inferential comprehension. The Shapiro–Wilk normality test confirmed the normal distribution of data, and the paired-sample T-test revealed a statistically significant difference (t = -18.45; p < 0.001). In conclusion, the study of metaphors has a positive effect on inferential comprehension by strengthening cognitive processes of interpretation and meaning transfer, promoting deeper and more critical reading.