Método de Animación Lectora para Desarrollar Competencias en Estudiantes de Primaria del Centro Educativo Rural el Páramo, Norte de Santander

This research explained how a reading promotion method, incorporated into pedagogical practice, fostered the development of reading comprehension in ten elementary school students at the El Páramo Rural Educational Center in the municipality of Santiago, Norte de Santander, Colombia. The study was based on the socio-critical paradigm with a qualitative approach and action research methodology, following the spiral model of Kemmis and McTaggart (1988). This allowed the teacher-researcher to intervene, observe, and reflect on her own practice. Data were collected through a standardized reading fluency and comprehension test from the Colombian Ministry of National Education, administered before and after the intervention, semi-structured interviews, and participant observation recorded in field notes. The data were processed using ATLAS.ti through semantic networks organized around the categories of reading promotion, pedagogical practice and reading competence. The findings demonstrated significant improvements in reading speed, quality, and comprehension, along with a transformation in the students' emotional and attitudinal relationship with the text. Four emerging categories were identified: motivation and participation, development of specific reading skills, change in attitude toward reading, and construction of a positive reading environment. These categories broaden the theoretical conceptualization of the method. It is concluded that the systematic integration of reading promotion into the planning, intervention, and evaluation phases constitutes an effective and replicable strategy for transforming reading development processes in rural schools with limited resources.