Comprensión lectora como fundamento del desarrollo socioeducativo en el Perú: Un análisis crítico desde el contexto actual

Reading comprehension is a problem present at all levels of the Peruvian educational system. This skill implies decoding and interpreting the content of the text, knowing its structure, its foundations and its context, consti-tuting an essential competence for the development of critical and creative thinking. In view of the above, the article proposes to analyze the educational strategies needed to improve reading comprehension in Peruvian students. Among the main findings, it is highlighted that effective reading comprehension requires certain basic and advanced skills, passing through the literal level, which involves the recognition of the information provided in the text; the inferential level, where deductions and certain connections with previous knowledge are made, until reaching the critical level, which leads the individual to cognitive independence and to make judgments about reading, articulating it with his or her environment and social reality. In Peru, reading comprehension levels are measured by educational agencies with the purpose of adapting programs, applying the necessary strategies and corrective measures to improve the critical level of students. However, the results obtained reveal that the nation maintains low rates in reading comprehension, which shows that it is an area that requires significant improvements and specific interventions, through the implementation of plans and projects that improve the student’s attitude towards reading. The method used is the hermeneutic-documenta-ry method. Finally, it is urged to remedy the deficiencies in reading comprehension, through the application of national methods and programs, with interdisciplinary approaches, including the application of strategies that promote critical, reflective and creative reading, as a way to interconnect the student with the social and citizen.