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IMPACT OF TRADITIONAL NARRATIVES ON THE DEVELOPMENT OF READING
SKILLS DURING SCHOOL
IMPACTO DE LAS NARRATIVAS TRADICIONALES EN EL DESARROLLO DE LAS
COMPETENCIAS LECTORAS DURANTE LA ETAPA ESCOLAR
Autor: ¹Bryan Patricio Moreno Gudiño.
¹ORCID ID: https://orcid.org/0000-0002-3184-4965
¹E-mail de contacto: bpmoreno1@espe.edu.ec
Afiliación: ¹*Universidad de las Fuerzas Armadas, (Ecuador).
Articulo recibido: 2 de mayo del 2025
Articulo revisado: 4 de mayo del 2025
Articulo aprobado: 31 de mayo del 2025
¹Docente e investigador ecuatoriano con una formación académica especializada en Comunicación y Educación Digital. Licenciado en
Comunicación Social por la Pontificia Universidad Católica del Ecuador, (Ecuador). Magíster en Comunicación Digital Interactiva por la
Universidad Nacional de Rosario, (Argentina). Magíster en Educación con mención en Pedagogía en Entornos Digitales por la
Universidad Bolivariana del Ecuador, (Ecuador).
Resumen
El propósito de este estudio fue analizar el nivel
de comprensión lectora en estudiantes de
séptimo año de Educación General Básica, así
como identificar las estrategias pedagógicas
implementadas por los docentes de la
asignatura de Lengua y Literatura para
fomentar dicha competencia. La investigación
se desarrolló en la Unidad Educativa Agustín
Cueva Dávila, y se enmarcó en un enfoque
metodológico de corte mixto con predominio
cualitativo, utilizando la técnica de la encuesta
como principal instrumento de recolección de
información. Participaron cuarenta y cinco
estudiantes y quince docentes pertenecientes a
los subniveles de Educación General Básica.
Los datos obtenidos permitieron evidenciar una
limitada comprensión de los textos leídos por
parte de los educandos. Las estrategias más
utilizadas por los docentes incluyeron el trabajo
con vocabulario, la predicción y la
identificación de ideas principales; sin
embargo, estas prácticas no demostraron ser
suficientes para garantizar avances sostenidos
en la comprensión lectora. Entre los factores
que incidieron negativamente en el desarrollo
de esta habilidad se identificaron el escaso
hábito lector en el hogar, la falta de motivación
y el uso limitado de recursos didácticos
interactivos. Como conclusión general, se
estableció que la comprensión lectora continúa
siendo un desafío educativo, cuyo abordaje
requiere un rediseño de las prácticas
pedagógicas, una mayor articulación entre la
escuela y familia, así como la incorporación de
estrategias centradas en los intereses del
estudiantado y en la utilización de materiales
motivadores. Estos hallazgos aportan
elementos relevantes para el fortalecimiento de
la enseñanza de la lectura en los distintos
niveles formativos.
Palabras clave: Comprensión, Docentes,
Educación, Estrategias, Estudiantes,
Lectura, Leyendas, Mitos.
Abstract
The purpose of this study was to analyze the
level of reading comprehension in seventh
grade students of General Basic Education, as
well as to identify the pedagogical strategies
implemented by Language and Literature
teachers to promote this competence. The
research was carried out at the Agustín Cueva
Dávila Educational Unit and was framed in a
mixed methodological approach with a
qualitative predominance, using the survey
technique as the main instrument for data
collection. Forty-five students and fifteen
teachers belonging to the sub-levels of General
Basic Education participated. The data
obtained showed a limited comprehension of
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the texts read by the students. The strategies
most used by teachers included working with
vocabulary, prediction and identification of
main ideas; however, these practices did not
prove to be sufficient to guarantee sustained
progress in reading comprehension. Among the
factors that had a negative impact on the
development of this skill were identified as
poor reading habits at home, lack of motivation
and the limited use of interactive didactic
resources. As a general conclusion, it was
established that reading comprehension
continues to be an educational challenge,
whose approach requires a redesign of
pedagogical practices, greater articulation
between school and family, as well as the
incorporation of strategies focused on the
students' interests and the use of motivating
materials. These findings provide relevant
elements for strengthening the teaching of
reading at different educational levels.
Keywords: Comprehension, Teachers,
Education, Strategies, Students, Reading,
Legends, Myths.
Sumário
O objetivo deste estudo foi analisar o nível de
compreensão leitora dos alunos do sétimo ano
do Ensino Básico Geral, bem como identificar
as estratégias pedagógicas implementados
pelos professores de Língua e Literatura para
promover esta competência. A investigação foi
realizada na Unidade Educativa Agustín Cueva
Dávila e enquadrou-se numa abordagem
metodológica mista com um enfoque
predominantemente qualitativo, utilizando a
técnica de inquérito como principal
instrumento de recolha de informação.
Participaram quarenta e cinco alunos e quinze
professores pertencentes aos subníveis do
Ensino Básico Geral. Os dados obtidos
revelaram uma compreensão limitada dos
textos lidos pelos alunos. As estratégias mais
utilizadas pelos professores incluíram o
trabalho com o vocabulário, a previsão e a
identificação das ideias principais; no entanto,
estas práticas não se revelaram suficientes para
garantir um progresso sustentado na
compreensão da leitura. Entre os factores que
tiveram um impacto negativo no
desenvolvimento desta competência foram
identificados os maus hábitos de leitura em
casa, a falta de motivação e a utilização
limitada de recursos didácticos interactivos.
Como conclusão geral, constatou-se que a
compreensão da leitura continua sendo um
desafio educacional, cuja abordagem requer
um redesenho das práticas pedagógicas, uma
maior articulação entre escola e família, bem
como a incorporação de estratégias centradas
nos interesses dos alunos e o uso de materiais
motivadores. Esses achados fornecem
elementos relevantes para o fortalecimento do
ensino da leitura nos diferentes níveis de
ensino.
Palavras-chave: Compreensão, Professores,
Educação, Estratégias, Alunos, Leitura,
Lendas, Mitos.
Introduction
Reading constitutes a complex process of
meaning construction in which the reader
interacts with the text, establishing connections
between his previous knowledge and the new
information he or she receives. This act
involves the interpretation, analysis and
appropriation of the content from an individual
and contextualized perspective. In this sense,
reading experience not only enables the
acquisition of knowledge, but also fosters the
development of thought and imagination.
According to Torres (2003), reading can
transport the reader to alternative realities,
stimulate his creativity and re−signify his
previous conceptions based on new ideas and
perspectives. Reading implies an intellectual
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exercise that makes it possible to evaluate both
what is explicitly expressed and the underlying
intentions of the discourse. However, in the
school environment, this transformative
potential is often limited due to pedagogical
practices that reduce it to a mechanical or
instrumental activity, stripping it of its
reflective dimension (Lerner, 2012). This
denaturalization of the act of reading, far from
encouraging autonomous thinking, can turn
reading into a meaningless obligation, which
affects the construction of genuine reading
habits and the development of a critical attitude
towards texts.
Therefore, early access to reading plays a
fundamental role in the cognitive and emotional
development of children. Given that reading
ability is not innate, but the result of a
progressive learning process, it is essential to
foster in students a sensitivity that leads them to
experience reading not as an academic
obligation, but as a source of enjoyment and
personal enrichment (Ministerio de Educación
del Ecuador, 2019). Reading is not static, but
dynamic. Each new interaction with the text
broadens the ways of understanding the world.
Thus, it fosters a permanent dialogue between
the reader's subjectivity and the multiple voices
contained in the texts, which enriches his
perception of himself and his environment
(Ramírez Leyva, 2009). It becomes a tool for
the formation of critical thinking and the
consolidation of their identity. Despite the role
that reading plays in intellectual and social
development, Ecuador is among the countries
with the lowest rates of reading habits in the
region, which significantly limits access to the
benefits of interacting with texts (Pino, 2021).
As a result, the potential that reading offers as a
tool for the integral formation of individuals and
the strengthening of the cultural and social
fabric is wasted.
In Ecuadorian territory, the average annual
reading per person is one completed book and
two unfinished books, a figure that shows the
low reading practice in the country (Ministerio
de Cultura y Patrimonio, 2022). This
phenomenon responds to multiple social,
cultural and educational factors. In this sense,
Crespo (2022) points out that, in the case of
children and adolescents, specifically those in
the 5 to 11 and 12 to 17 age ranges, the scarcity
of reading materials that are attractive to their
interests and the absence of adequate spaces for
recreational reading constitute obstacles to the
consolidation of the reading habit. In addition,
it is noted that the reading activity of these age
groups is mostly limited to school texts, which
reduces their perception of reading as a
pleasurable activity and associates it, instead,
with an academic obligation. The use of
traditional narratives, deeply rooted in the
history, culture and traditions of peoples, offers
an invaluable pedagogical resource for teaching
and learning dynamics. These narratives, being
novel material and in many cases, little explored
by students, awaken their curiosity and
encourage reading motivation, promoting a
deeper exploration of knowledge.
At the same time, this literature connects with
the receiver, generating an affective response
that enriches the reading experience. Through
these stories, it transforms and leaves traces in
the memory and sensitivity of those who read it,
becoming a vehicle for introspection and the
development of emotional intelligence
(Ministerio de Educación del Ecuador, 2018).
Myths and legends are valuable pedagogical
tools that, in addition to transmitting cultural
knowledge and collective values, favor the
construction of deep and meaningful learning.
Their impact on education lies in their ability to
generate an emotionally enriching experience in
the recipients, which enhances the assimilation
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and retention of knowledge. From a
psychoeducational perspective, this process is
aligned with the principles of meaningful
learning, in which new concepts are integrated
in a structured manner into the individual's
pre−existing cognitive schemas, thus
facilitating a more durable and applicable
understanding (Coral, 2020). In this sense,
reading myths and legends from an early age
contributes to the development of imagination,
expression and the ability to experience and
understand emotions. Likewise, this type of
story allows schoolchildren to train creative
thinking, face symbolic dilemmas that reflect
problems of everyday life and formulate
solutions from a narrative perspective. In the
area of reading comprehension, Palma Campos
(2023) points out that access to these texts
favors the development of skills that transcend
literal comprehension, favoring the acquisition
of advanced competencies that are difficult to
achieve with informative and instructive texts.
Approaching a critical perspective, since they
require an analysis of symbols, metaphors and
values implicit in the discursive structure.
According to Quevedo (2023), Ecuador, with its
cultural diversity, embodies a vast collection of
traditions that are manifested in its
mythological stories. These narratives,
constructed from the cosmovision and
collective imaginary of its peoples, represent a
literary resource of great educational value,
since they can be approached at different levels
of education from multiple dimensions:
semantic, syntactic and pragmatic. A
linguistic and symbolic richness that, in turn,
contributes to the construction of a solid cultural
identity. To enhance their impact on learning, it
is essential that these stories are presented in a
creative and contextualized way, so that
students do not perceive them as expressions of
the past, but as living elements of their cultural
heritage.
Materials and Methods
The present study was developed under a mixed
methodological approach, which, according to
Núñez (2017), is based on the interaction
between qualitative and quantitative methods, a
complementarity that enriches the research
process and allows understanding the
complexity of the phenomenon with greater
precision. A decision that facilitated a better
understanding of the object of study, ensuring
that the results reflect both quantifiable
dimensions and their qualitative aspects, which
are often fundamental for the interpretation of
the underlying dynamics. The survey technique
was used in its execution, which, according to
Obez et al. (2018), is a widely used tool in the
mixed approach. In accordance with what the
authors point out, its application in the
educational field is relevant, since it allows
gathering information in a structured manner
from specific groups, such as students and
teachers, with the purpose of analyzing their
problems and obtaining data on their
perceptions and experiences.
The instrument used for data collection was a
questionnaire, designed in printed format,
whose main function was to facilitate the
collection of standardized responses that
contributed to the understanding of the
phenomenon studied. In this case, the personal
survey modality was chosen, which implied the
direct application of the questionnaire to the
participants (Feria et al., 2020). The sample was
selected using a non−probabilistic purposive
method (Otzen y Manterola, 2017), where
participants with specific characteristics were
registered within the population universe of the
Agustín Cueva Dávila School, located in the
city of Ibarra, province of Imbabura, northern
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Ecuador. In the case of the students, those who
were in the last grade of the intermediate basic
education sub−level, aged between 10 and 11
years, who are at a key stage for the
development of reading competence, were
selected (Crisóstomo et al., 2024). On the other
hand, the sample of teachers included
professionals with experience in teaching the
sub−levels of General Basic Education, selected
for their experience in didactic strategies for the
promotion of reading and their knowledge of
classroom challenges. In this way, 45 students
from the seventh year of General Basic
Education and 15 teachers from the high school,
elementary, middle and high school sub−levels
participated. For the collection of information,
two different questionnaires were designed and
applied according to the target population. The
first, addressed to students, consisted of three
multiple−choice questions aimed at exploring
the frequency with which they practice reading
in the context of the subject of Language and
Literature, their level of reading comprehension
and the types of texts they usually approach in
the classroom. The second questionnaire,
intended for teachers, also consisted of three
multiple choice questions and its purpose was to
inquire about the pedagogical strategies
implemented to strengthen reading
comprehension in the classroom, to identify the
literary genres and topics that generate greater
interest among students and to analyze the
factors that represent an obstacle to the
development of this competence.
Results and Discussion
This chapter presents the results of the analysis
of data obtained using the previously described
instrument. First, it examines the responses to
the questionnaire administered to students,
followed by the responses provided by faculty.
At the same time, in addition to processing the
data, a contrasting process was carried out with
the theoretical contributions of various authors
specialized in the field of education. This
triangulation made it possible to support the
empirical findings with conceptual foundations,
strengthening the validity and reliability of the
interpretations formulated.
Student perceptions
Figure 1: reading frequency
The analysis of the data showed that 20 students
reported reading infrequently in the subject of
Language and Literature, which represented
most of the selected samples. Additionally, one
student indicated that he did not read at all. On
the other hand, the responses corresponded to
the categories quite a bit and a lot were
distributed between 14 and 10 participants,
without surpassing the predominant group that
indicated a low level of reading. These findings
were worrisome, since they showed that, even
in a subject whose nature is intrinsically linked
to the promotion of reading, there were not
enough incentives to consolidate this habit
among students. This situation is especially
relevant, given that reading in the school
environment not only facilitates access to and
comprehension of contents in Language and
Literature but also acts as a transversal tool that
allows structuring thinking and developing
competencies in other disciplines. In relation to
this problem, Barboza & Peña (2014)
emphasized that reading, in addition to
constituting a fundamental skill within the
educational system, should be promoted as a
0 5 10 15 20
A lot
Quite a bit
Little
Nothing
10
14
20
1
How regularly do you read in Language and
Literature classes?
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pleasurable and habitual activity. Along these
lines, to foster interest in reading, it is necessary
for schoolchildren to discover texts in line with
their personal preferences and motivations.
Figure 2: type of reading documents
The texts with the greatest acceptance in the
Language and Literature classes were stories,
selected on 31 occasions, followed by myths
and legends, which obtained 30. Novels, as well
as comics and cartoons, registered the lowest
reception, with only one selection each. These
results suggested that students showed a marked
inclination towards short narrative texts with a
traditional or fictional component. As was
argued in the initial section of this study,
multiple researchers have emphasized that
narrative texts represent an essential
pedagogical resource to enhance reading
comprehension. Their effectiveness lies in their
ability to stimulate key cognitive processes,
such as imagination, reflection and critical
thinking. Likewise, the incorporation of this
type of text in the educational environment
favors the development and consolidation of
literacy skills. This is because they allow the
exploration of different discursive structures,
thus promoting greater flexibility in the use of
language and a deeper understanding of textual
interpretation.
In this way, narrative texts not only enrich
students' linguistic background, but also
provide them with tools to interact critically
with knowledge, strengthening their analytical
capacity and written expression.
Figure 3: text comprehension
25 students reported limited comprehension of
the texts they read in the school environment,
which is an alarming indicator in terms of the
development of reading skills. This result
suggests that reading, beyond the mere
decoding of linguistic signs, is not being
approached as a process of meaning
construction. That is, the ability to interpret,
analyze and make critical judgments about the
content read is not being promoted. Likewise,
one case was identified in which the student
stated that he did not understand the texts he
read at all. 12 participants stated that they
understood a lot of what they read, while 7
indicated that they reached a level of
comprehension of quite a bit. From a theoretical
perspective, González (2019) emphasized that
the teaching of reading cannot be dissociated
from the processes of textual production,
comprehension and interpretation, given that
these aspects constitute the central axis of the
subject of Language and Literature.
010 20 30 40
Tale
Novels
Histories
Myths and Legends
Fables
Comics and Cartoons
18
1
31
30
9
1
What types of reading documents are analyzed in
class?
0 5 10 15 20 25
A lot
Quite a bit
Little
Nothing
12
7
25
1
How often do you understand what you read in class?
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Teachers' perceptions
Figure 4: Techniques to improve reading comprehension
11 teachers reported using strategies focused on
vocabulary, language and prediction, which
suggests an intention to anticipate and
contextualize textual content. On the other
hand, 9 educators indicated resorting to the
identification of main ideas as a comprehension
technique, while 6 focused on the structural
organization of the text, narrative or story to
facilitate the global interpretation of the content.
Likewise, 5 teachers prioritized the
development of inference as a critical skill, 3
used word repetition −a traditional strategy−
and 3 opted for text dramatization, which
introduces an expressive and performative
component in reading. However, despite the
application of these strategies, it was found that
there are still unattractive and unmotivating
pedagogical practices, which limit the effective
development of reading comprehension,
particularly at school levels. This situation is
worrisome, given that the success of any
literacy process depends primarily on
methodologies that capture the student's
attention and actively involve him.
The gap between the strategies implemented by
teachers and the results perceived by students in
terms of comprehension suggests a dissonance
that should be addressed through a critical
review of teaching practices. Along these lines,
Borbua & Rueda (2019) emphasized the need to
articulate pedagogical strategies with relevant
resources and didactic methods aligned with the
communicative competencies intended to be
developed in the classroom.
Figure 5: Readings that generate more interest among
students
The results showed that most respondents (10)
identified myths and legends as the narrative
genres that generate the greatest interest among
students, followed by stories, selected by 8
teachers. At a slightly lower level were stories
and fables, with 5 mentions each, while science
fiction works obtained a lower reception, being
chosen by only 2 teachers. This pattern of
preferences coincides with the answers
provided by the students themselves, which
reinforces the validity of the findings and
suggests a shared tendency between both actors
in the educational process regarding the literary
genres of greatest attraction. Faced with this
panorama, it is essential that educators diversify
the strategies through which they promote
reading habit, considering not only the
instrumental function of reading, but also its
formative and affective dimension. The
inclusion of narrative texts appropriate to the
age, interests and socio−cultural environment of
students is an effective way to foster a
meaningful relationship with reading.
0 5 10 15
Lexical and predictive strategy
Main idea selection
Text structuring
Inference skill
Repetition of words
Reading dramatization
11
9
6
5
3
3
What effective reading strategies do you use?
0 2 4 6 8 10
Stories
Myths and Legends
Tales
Science Fiction
Fables
5
10
8
2
5
Type of text preferred by students
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In this sense, myths and legends not only offer
the possibility of exploring imaginary worlds
and symbolic realities but also contribute to the
development of the capacity for critical
reflection. In this regard, Cardozo (2015) argues
that schoolchildren tend to show an attitude of
apathy towards reading, especially when faced
with materials imposed by the educational
system. However, it is stressed that this
disinterest can be reversed by selecting works
that are more stimulating and closer to their
daily experiences.
Figure 6: Barriers to reading comprehension
One of the factors most frequently mentioned
by the teaching staff was the lack of reading
habits in the family environment, which was
supported by 15 participants. This problem
reveals an extracurricular dimension that
directly affects the formative processes, since
the practice of reading at home constitutes an
essential support to consolidate the skills
acquired in the classroom. In a second line of
frequency, the limited concentration capacity of
students was identified, pointed out by 10
teachers, which highlights the need to
implement pedagogical strategies that promote
sustained attention and cognitive focus during
reading exercises. Likewise, the low motivation
towards reading, as well as the insufficient use
of digital and interactive resources −tools
currently considered fundamental to capture
student's interest and diversify learning
channels−, were pointed out by 6 teachers in
each case. Finally, the lack of time to develop
reading activities appeared as the least
mentioned cause, with only 3 selections,
suggesting that the problem of reading
comprehension does not derive primarily from
a time constraint, but rather from attitudinal
factors linked to both the family context and
school pedagogical dynamics. This set of
findings confirms what has been pointed out by
contemporary studies, which highlight reading
as a social practice mediated by multiple
dimensions −emotional, cultural, technological
and scholastic−, whose coherent articulation is
indispensable to strengthen critical thinking and
literacy competence (Lozano Díaz, 2014).
Conclusions
From the results shown, that is, from their
analysis and discussion, the following
conclusions can be drawn: 1) reading
comprehension in General Basic Education
students evidences a structural fragility, linked
to both pedagogical and contextual factors,
which has a direct impact on their ability to
construct meaning from the texts read; 2) the
didactic strategies applied in the classroom,
although varied in their formulation, still fail to
respond effectively to the real needs of the
student body, suggesting a gap between teacher
planning and the experience of learning to read;
3) the students' preference for narrative texts,
such as myths, legends and stories, reveals a
significant pedagogical opportunity, since
incorporating this type of reading with a high
formative and emotional value (aligned with
their interests) can become an effective way to
promote a taste for reading and improve
comprehension; 4) although there is a teacher's
intention to incorporate strategies to strengthen
reading comprehension, it is imperative to
0 5 10 15
Lack of concentration
Limited reading habits
Low motivation
Limited multimedia use
Time constraints
10
15
6
6
3
What difficulties do students face in understanding
what they read?
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review, update and contextualize these
practices, integrating contemporary resources,
educational technologies and active
methodologies that favor transformative
learning; 5) student motivation towards reading
continues to be a determining component in the
development of their reading skills, therefore,
any educational intervention should consider
both the affective and cognitive components,
promoting a freer, critical and pleasurable
relationship with texts.
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