PICTURE BOOK STRATEGY FOR DEVELOPING CRITICAL READING SKILLS IN UPPER BASIC EDUCATION

Abstract

DOI: https://doi.org/10.46296/yc.v10i19.1005

Abstract

Critical reading is a vital skill, as it enables students to analyze, interpret, and evaluate information reflectively. However, issues regarding its development were observed at the Hortensia Vásquez Salvador Educational Unit. The aim of this study was to design a picture book to foster critical reading skills among eighth-grade students in upper basic education. The proposal focused on utilizing text and imagery as educational tools to encourage analysis, reflection, and active student participation. The research employed a mixed-methods approach that was both exploratory and descriptive. Thirty students participated in the pilot study, and the proposal was validated through consultations with three specialist teachers, alongside techniques such as observation and focus groups. The results indicated that teachers viewed the picture book as a motivating tool that enhances comprehension, interpretation, and critical thinking regarding texts. It is concluded that the picture book strategy represents a viable, innovative, and effective educational option for improving critical reading skills among upper basic education students. Specialists commended the strategy for its pedagogical coherence, methodological clarity, and suitability for the educational environment. This highlights its potential to enhance analysis, interpretation, argumentation, and critical reflection through the use of visual and textual resources. Thus, the strategy offers a means to assist teachers in fostering reading processes that are more active, participatory, and meaningful.

Keywords: reading; teaching; critical thinking; strategy.