READING AS A LEARNING TOOL IN THE RURAL CONTEXT

Abstract

Reading brings about a lot of benefits during the teaching-learning process as it develops in a fundamental way the critical thinking, systematizes and consolidates the student´s knowledge and values in all stages of his formation. In this sense, the present study aims to demonstrate the relevance of reading as an instrument of learning in the rural context, on this purpose various references to variables as school diversity, the characteristics and educational needs of students are made. The methodology used is adjusted to a mixed design; a reading card structured in four weeks was implemented, in it the students proceeded to make a previous reading process at home under the responsibility of parents to encourage students reading, from this, the teacher worked on the reading process and analyzed the progress counting the number of words per minute read by the students. The results showed a progressive increase of the language skills and abilities, since at the beginning of the first week the maximum number of words achieved by the students was 35, maintaining interest and frequency on reading; during the fourth week the minimum was 75, while the maximum number of words in a minute was 35, increasing the number of students who consolidated their reading skills.