Uso de narrativas como estrategia lúdica para fortalecer la comprensión lectora en los segundos años de Educación Básica

Reading comprehension is a fundamental competency in the early years of schooling; however, several educational contexts reveal difficulties in its development, which requires the implementation of innovative pedagogical strategies. In this context, the objective of this study was to determine the effect of using narratives as a playful strategy to strengthen reading comprehension among second-grade students at the “Roberto Alfredo Arregui Chauvin” Educational Unit in Guaranda, Ecuador. A mixed-method approach with a quasi-experimental single-group pretest–posttest design was employed. The sample consisted of 19 students aged 6 to 7 years. An 18-item reading comprehension test assessing literal, inferential, and critical dimensions was applied, complemented by observation and teacher interviews. The intervention involved a didactic sequence based on narratives and playful activities implemented over four weeks. The results showed statistically significant improvements in overall reading comprehension (p < 0.001), with an average increase of 8.58 points and a large effect size (d = 2.11). Qualitative findings confirmed increased motivation, participation, and deeper text comprehension. It is concluded that integrating narratives and playful strategies constitutes an effective pedagogical alternative for strengthening reading comprehension in basic education.